unit1大学英语教案

教学目标：1. 培养学生阅读理解能力，提高阅读速度和准确度。

2. 引导学生了解文章背景，掌握文章主旨和大意。

3. 培养学生分析文章结构，归纳总结段落大意的能力。

4. 培养学生运用所学词汇和语法知识进行写作。

教学内容：1. 阅读课文，理解文章主旨和大意。

2. 学习并运用文章中的词汇和语法知识。

3. 分析文章结构，归纳总结段落大意。

4. 进行写作练习，提高写作能力。

教学过程：一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。

2. 学生自由发言，分享自己对课文背景的了解。

二、阅读课文1. 学生自读课文，了解文章大意。

2. 教师提问，检查学生对文章主旨和大意的理解。

三、分析文章结构1. 学生阅读课文，找出每个段落的主题句。

2. 教师引导学生分析文章结构，归纳总结段落大意。

四、学习词汇和语法1. 教师讲解文章中的重点词汇和语法知识。

2. 学生跟读并练习，巩固所学知识。

五、写作练习1. 教师给出写作题目，要求学生运用所学知识进行写作。

2. 学生独立完成写作，教师巡视指导。

六、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学知识，提出疑问。

七、课后作业1. 复习课文，掌握文章主旨和大意。

2. 预习下一课，为下一节课做好准备。

教学评价：1. 课堂表现：观察学生在课堂上的发言、互动情况，评价其学习态度和参与度。

2. 阅读理解：通过提问、讨论等方式，评价学生对文章主旨和大意的理解程度。

3. 词汇和语法：通过学生的跟读、练习，评价其对词汇和语法知识的掌握程度。

4. 写作能力：通过学生的写作练习，评价其写作能力。

教学反思：1. 本节课是否达到了教学目标？2. 学生在课堂上的表现如何？3. 教学方法是否合适？4. 如何改进教学效果？备注：1. 教师应根据学生的实际情况调整教学内容和进度。

2. 注重培养学生的阅读兴趣和自主学习能力。

3. 鼓励学生积极参与课堂活动，提高课堂氛围。

课时：2课时教学目标：1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）了解本单元的文化背景知识；（3）提高学生的阅读理解能力。

2. 能力目标：（1）提高学生的口语表达能力；（2）培养学生运用所学知识进行写作的能力；（3）提高学生的听力理解能力。

教学重点：1. 生词、短语和句型的掌握；2. 阅读理解能力的提高；3. 口语表达能力的培养。

教学难点：1. 生词、短语和句型的运用；2. 阅读理解中难句的分析；3. 口语表达中的语言组织。

教学过程：第一课时一、导入1. 教师简要介绍本单元的主题和内容；2. 学生自由讨论对本单元主题的看法。

二、生词、短语和句型教学1. 教师带领学生逐一学习本单元的生词、短语和句型；2. 学生跟读、默写，巩固记忆；3. 教师讲解重点词汇、短语和句型的用法。

三、课文阅读1. 学生自读课文，理解大意；2. 教师引导学生分析课文中的难句，讲解语法知识；3. 学生朗读课文，巩固语音、语调。

四、课堂活动1. 教师组织学生进行小组讨论，分析课文中的文化背景知识；2. 学生分享自己的观点，提高口语表达能力。

第二课时一、复习1. 教师带领学生复习上一节课的生词、短语和句型；2. 学生跟读、默写，巩固记忆。

二、阅读理解1. 学生自读课文，完成阅读理解练习；2. 教师讲解阅读理解中的难题，分析解题技巧；3. 学生分享自己的阅读心得。

三、口语表达1. 教师组织学生进行角色扮演，模拟课文中的场景；2. 学生运用所学知识进行口语表达，提高语言组织能力。

四、写作1. 教师讲解写作技巧，指导学生完成写作任务；2. 学生运用所学知识进行写作，提高写作能力。

五、课堂小结1. 教师对本节课的学习内容进行总结；2. 学生分享自己的学习心得。

教学评价：1. 学生对生词、短语和句型的掌握程度；2. 学生在阅读理解、口语表达和写作方面的进步；3. 学生对课堂活动的参与度和积极性。

教案2015 ～2016 学年第一学期分院（部) 数学分院专业数学教育课程名称大学英语1课程代码授课班级2015级汉数学教育普专班授课教师廖雪莲职称助教教材创新大学英语综合教程高职高专版Book1新疆教育学院教务处制课程教案授课题目（或章节）Book 1 Unit 1Reception课型课时10课时教学目标1. Teach the students how to pick up a client at the airport.2. Train the students’ ability to plan a business reception and know some intercultural reception skills.3. Give the students a chance to exchange views on the texts to enable them to havea deeper understanding of the texts and to let the students be acquainted with some new words.4.Teach the students some practical reading skills and writing skills.教学重点1.Knowing how to pick up a client at a airport.2. Email writingeful words and expressions: reception activity track flight pick up entertain available greet plan invite hospitality spa land serve baggage dinner specialty recommend see off celebrate教学难点1. Planning a business reception2. Tenses3. Writing an invitation via email教学方法Interactive approach Situational teaching approach Teamwork methodTask-based teaching method教具PPTBlackboard11. The first two-class-hour session for Warm-up & Unit task (Text A)2. The second two-class-hour session for Section A Tips for Business Reception3. The third two-class session for Section B Reading4. The fourth two-class-hour session for Exercises and grammar5. The last two-class-hour session for Listening comprehension and email writingWarm-up and Unit task (Text A)Step 1 Lead-in: Business reception1. Warm-up questions: What is business reception?A business reception means the first step o impress your client. A good reception can help the following negotiation and the following deals. Reception includes meeting the clients at the airport, reserving hotel rooms for clients, planning recreational activities to entertain clients and hosting a dinner for clients, too.2. The Ss read warm-up 1 and match the names of different activities with their pictures.3. Invite 1-2 Ss to present their answers.4.Invite 3-4 Ss to express their ideas according to the sample.Step 2 Warm-up 21. Ss read Warm-up22.Ask Ss to do a pair work. Try the quiz and check the score for their partner.3.Invite a student to present his/her partner’s result.4.The teacher help to explain some difficult language points.5.Introduce more intercultural business reception skills.Step 3 Assignments1. preview text ASection A Tips for Business ReceptionStep 1 Warm-up questions1. How to track flights status?2. How to pick up your clients?Step2 Reading231. Jigsaw reading let the students share the tips for business reception.2. Rank the steps of picking a client up at the airport.Step 3 Language PointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1. reception [ri'sep ʃən] n . 接见；接待；迎接 ;招待会；欢迎会 ;接纳；接受；容纳;【无线电、电视】接收；接收能力; (饭店、旅馆等处的)接待处，招待处 e.g. The reception is over.招待会到此结束。

中南财经政法大学武汉学院外语系《大学英语1》(专科)课程教案Teaching Plan for College English(Book1) Foreign Languages Department of Wuhan College,ZNUEL课程名称(Course Title)College English授课学时(Class Periods)6授课单元或章节(Unit/Chapter)Unit1Text Some Strategies for Learning English教学目的及要求(Objectives& Requirements)Students will be able to:1.grasp the main idea of Text(six strategies for learningEnglish)and structure of Text(opening---body---conclusion);2.master the key language points in Text and learn how to usethem in context;3.Master the skills of writing in this unit:illustrating the main ideapoint by point.;教学方法及方式(Methods&Means)Questions,explanation,analysis,sentence-making,oral practice and exercises教学重点或难点(Key&DifficultPoints)1.Key expressions—by no means,nevertheless,while,complain of/about,bound,according to,constant,concentrate on,in addition to, opportunity,handle,absorb,put…into practiceage---according to3.Structure---not only…but also,it’s true that…,but…4.suffixes–ment and–ion(also–ation,-ition,-sion)5.The organization of an expositive piece of writing教学进程或步骤(Procedures orSteps)1.Warm-up questions and group discussions;2.Global reading:text organization,main information;3.Detailed reading:difficult sentences,language study;4.Post reading:useful expressions,reflections on the text;5.Check on homework;6.Further study and practice;教学内容(Contents)1.Topic-related questions&discussion:;ⅠDo you think it useful to learn English with the help of some strategies?ⅡWhat strategies do you think can be employed in English learning?2.Global reading:Text organizationPart1(paras1-2):While you cannot expect to learn English well without hard work,there are various helpful learning strategies..Part2(paras3-8):Six useful strategies for learning English.Part3(paras9):A balance between input and output is important.3.Detailed reading:difficult sentences analysis,language study andpractice(See lecture notes);age:according to5.Structure---not only…but also,it’s true that…,but;–ment&–ion(also–ation,-ition,-sion)6.Home reading:How I Improve Your Study Habit1)Main information;2)Text organization;3)Reflections on the text.课后作业(Assignments)1.Topic for writing:How you plan to develop your listeningcomprehension and speaking ability at college2.Home reading:How I Improve Your Study Habits;3.Prepare Unit2主要参考资料(References)Longman Dictionary of English Language and Culture.Longman Group UK.Oxford Advanced English Dictionary.Oxford University Press College English(Third edition)Intensive Reading1Teacher’s Book 《新英汉词典》.上海译文出版社章振邦主编.《新编英语语法教程》.上海:上海外语教育出版社,1999.张道真.《现代英语用法词典》.上海:上海译文出版社,1983.备注(Notes)任课教师签名：Lecture NotesBefore Reading:Introductory RemarksIn a sense,English is not teachable,but learnable.The text we are going to read today presents some useful tips passed down to us by experienced language learners. Let’s read the text together to find out what they are.Besides,I believe you all have some individual experiences to add.Warming-up1.DiscussionTeacher:Before we study the text,let me ask you some questions.1)Do you think it useful to learn English with the help of some strategies?2)What strategies do you think can be employed in English learning?2.Questions about the TextBased on the title,guess what the text is about.Question:What are language learning strategies?rmation Related to the Text1)Possible Language Learning StrategiesPossible language learning strategies include:using practice opportunities, self-evaluation,selective attention,time management,reviewing notes taken in class and checking one’s understanding,constantly seeking answers to questions instead of passively receiving information,etc.2)Pen PalA pen pal is a friend writing from a different country,language,and culture.Pen pals offer a good opportunity to practice a foreign language,to exchange opinions, compare points of views and learn about places and people thousands of kilometers away from you.Those pen pals who write emails to each other are also known as key pals or web pals.Global ReadingComprehension of the Text1.True or False JudgmentDirections:The following is a set of statements about the text.If a statement is true, repeat it;if it is false,make necessary changes to turn it into a true one.1)Language learners should memorize all the new words.(F)(While active words demand constant practice and memorization,words that do not often occur in everyday situations require just a nodding acquaintance.)2)It’s impossible to cram too many words into your head at a time.(T)3)The meaning of a word and the way native speakers use it are equally important.(T)4)Listening to English occasionally will improve your ear and speaking skills.(F) (One must listen to English on a regular basis.)5)It’s important to catch every detail in English listening comprehension.(F)(The first time one may not catch a great deal,but with each repetition one will get something more.)6)Language learners do not find many opportunities to practice oral English at school. (T)7)Rehearsing aloud is a useful way to practice spoken English.(T)8)Reading is the only reliable source of language input.(F)(Reading is the main and most reliable source of language input.)9)There are various ways like keeping an English diary or writing to a pen pal to keep writing in English regularly.(T)10)Reading and listening are more important in language learning than speaking and writing.(F)(A balance between input and output is important.)2.Answer the following questions based on the text:1)What does it take to learn English well?2)How can you make the task of learning English easier?3)What is the most effective route to enlarging your vocabulary?4)What is the second language strategy suggested by the author?5)Why is it important to listen to English every day?6)According to the author,what is the easiest way to practice speaking English?And why?7)Why is it important to read widely?8)What kind of materials should you include in your wide reading?9)Apart from your teacher’s writing assignment,what other ways of writing does the author suggest?10)What is the author’s conclusion at the end of the article?Text Organization1.What type is the text?A.narrationB.expositionC.descriptionD.argumentationKey(B)2.Analyze the structure of the textpart paragraphs Main idea11-2While you cannot expect to learn English well without hardwork,there are various helpful learning strategies.23-8Six useful strategies for learning English.39A balance between input and output is important.Words&Expressionsoffer:n.提议,提供(物),录取通知书v.提供；提议做某事，表示愿意做某事I’m sorry I can’t accept your offer.Can you offer your help?She offered to teach me English.Para.1by no means:not at all决不I am by no means satisfied with your present performance.Para.21.nevertheless:adv.however,in spite of,still然而，尽管如此Of course,she didn’t understand what her parents were quarreling about,but she was scared nevertheless.2.while:conj.although,even though尽管While I quite understand why he refused to help her,I cannot agree that he was right not to do so.4.Nevertheless,while you cannot expect to gain a good command of Englishwithout sustained hard work,there are various helpful learning strategies you can employ to make the task easier.:Although you have to work hard continually in order to be good at English,you can also make use of some learning strategies to help you reach your goal.Para.3plain of/about:抱怨,投诉街坊邻居们向警方投诉工地上传来的噪音。

工业学院教案课程：大学英语（3）学期：20 —20 学年第一学期教师：工业学院教案Unit 1说写课（第1次课）The first 50 minutes:Step1: Term plan and pre-reading activities. (15 minutes)1.Introduce the term plan of learning English and some changes in teachingincluding how to grade English in this term.2.Talk about the topic “The way to success” and ask students how to define “success”.Do the pre-reading activities on page 2 (listening).Step 2: Text A reading comprehension.1.Ask the students to read Text A within 15 minutes and raise questions about textunderstanding.2.Discuss and find answers to questions on page 9: understanding the text andcritical thinking (for critical thinking questions, the teacher had better ask the students to choose only one or two to discuss). While the students are discussing, the teacher may walk around and offer some help. Then, ask one or two students to report their discussion results. (20 minutes)The second 50 minutes:Step3: Key words, phrases and expressions. (15 minutes)Step 4: Functional patterns. (15 minutes)Use the following patterns to make sentences.1. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school…... （L2, Para.1）“had he not been …”为倒装的虚拟条件句，相当于“if he had not been……”。

Unit One教学安排的说明章节题目：Growing Up学时分配：8本章教学目的与要求：帮助学生理解课文内容;掌握大学英语教学大纲中规定的单词和词组;熟悉文章的写作特点。

其它：完成课后作业及课外阅读。

课堂教学方案课题名称、授课时数：Growing Up2教学方法与手段（讲授、讨论、指导、多媒体等）：讲授、指导、提问授课类型（理论课、实验课、技法课、习题课等）：理论课教学目的要求：1. Grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence);2. Master the key language points and grammatical structures in the text;Text analysisRussell Baker (1925-) , American journalist and writer. This text is taken from his autobiography GROWING UP (1982), which won him a Pulitzer prize. Russell Baker is very good at selecting details to prove his point. For example, in Paragraph 2, he creates an unfavorable image of Mr. Fleagle by describing his “formal, rigid and hopelessly out-of-date”eyeglasses, hairstyle, clothes, jaw, nose and manner of speaking.What’s more, Russell Baker employs repetitions not only to make it easy for readers to follow what he is saying, but also impress them more deeply. For example, in Paragraph 2, there are 9 prim’s or primly’s in as few as 3 sentences. Thus readers will have in their mind a vivid picture of what Mr.Fleagle looked like. In Paragraph 5, there are 5 I wanted’s. They help to emphasize Russell Baker’s strong desire to write for himself.On the other hand, Russell Baker is also expert in avoiding repetition by employing synonymous words and phrases. Here are some examples:a.dull, lifeless, cheerless, tediousb.turn out, write, compose, put downc.formal, rigid, prim, correct, proper, respectabled.recapture, relivee.pleasure, delight, happiness教学重点、难点：Word and Expressions:1.off and on: from time to time, now and again, irregularlyIt has been raining on and off for a week. That’s why the clothes feel damp.As her baby slept soundly, the mother was able to doze off and on in a chair.She managed to support herself by working on and off as a waitress.2.possibility: the state of being possibleIs any possibility of life on Mars?They haven’t arrived. There is a possibility that they have taken the wrong road. 3.take hold: become establishedThe idea of one child only has taken hold in many Chinese families.Old habits die hard. That’s why you should stop smoking before the habit takes hold.4.associate…with…:join or connect together: connect or bring to mindWe associate Egypt with pyramids.Jim wished to forget everything associated with his former life.People often associate the old days with good times, and seem to forget the hardship they suffered.5.turn out: produceNew computers are soon outdated since newer models are turned out constantly American film studios turn out hundreds of films every year.6.tedious:The movie was so tedious that many viewers left before it was over.Laura found George to be tedious and decided not to see him any more.7. anticipate: expectThey anticipate that the deaths from AIDS will have doubled by 2020.We anticipate running into problems in carrying out the medical welfare reform.The police had anticipated trouble from the soccer fans and were at the ground in large numbers.8. reputation:Premier Zhu Rongji has a high reputation as a statesman in the world.Jim Kerry has quite a reputation for being co9. inspire: fill somebody with confidence, eagerness, etcMartin Luther King, Jr’s speeches inspired people to fight for equal treatment of African Americans.The last leaf on the tree that never fell off inspired the dying patient with the will to live on.Mr. Green is very dull as a lecturer. He’s rigid and old-fashioned, and doesn’t have the faintest idea of how to inspire.10. rigid: fixed in behavior: based on correct or accepted rulesThe rigid headmaster would button up his clothes even on the hottest days.If he had been a little less rigid about things, his daughter would not have left home at such a young age.11. out-of-date: old-fashionedNew words are constantly added to our vocabulary while some old words go out-of-date.Although her clothes were out-of-date, the old woman appeared clean and dignified.12. severe: completely plain: stern, strict; causing great pain, difficulty, worryEarnest Hemingway is known for his severe writing styleOnly those who have undergone severe training can be accepted into air force.The severe chest pain experienced by the vice-president proved to be a heart attack.13. tackle: deal withThe classroom was quiet as students were busy tackling the final exam.Toshiba recently designed a robot that can tackle almost any kinds of housework.14. face up to: be brave enough to accept or deal with (a problem or difficulty)Now that your daughter is born, you’ll have to face up to the responsibilities of being a father.Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resigned on the New Year’s Eve.15. scan: look through quicklyThe banker scanned the financial section of a dozen newspapers over breakfast.Scan the book and tell me what it is about.16. image: a picture formed in mindMany pop stars try to improve their public image by participating in charity events.17. recall: bring back to the mind; rememberI can’t recall her name.I don’t recall ever meeting her.She recalled that she had to see the doctor again that afternoon.The policeman asked the old lady to recall as much about the accident as possible.18. violate: act againstSpeeding in downtown areas violates traffic regulations.A country isn’t respected if it violates an international agreement.19. hold back: prevent the expression of(feelings, fears, etc. )People could hardly hold back their anger when they found that millions of dollars of public funds had been used to build luxurious houses for city officials.When I saw my little boy crying bitterly over the death of his pet dog, I could hardly hold back my tears.课堂教学方案（二）课题名称、授课时数：Growing Up2授课类型（理论课、实验课、技法课、习题课等）：理论课教学方法与手段（讲授、讨论、指导、多媒体等）：讲授、指导、讨论教学目的要求：掌握文中所包含的主要语法结构，熟悉文章的中心思想和篇章结构，熟悉文章的写作特点。

课时： 2课时教学目标：1. 知识目标：- 学生能够理解并掌握关于梦想追求的词汇和短语，如pursuit of dreams, hard work, difficulties, achieve等。

- 学生能够识别并运用第一、二人称代词以及相关的连词和介词。

2. 技能目标：- 学生能够通过阅读、讨论和写作等活动，提高英语阅读理解和表达能力。

- 学生能够通过小组合作，提高听说能力和团队合作能力。

3. 情感目标：- 学生能够认识到追求梦想的重要性，并激发他们对未来的憧憬和信心。

- 学生能够学会尊重他人，理解不同文化背景下人们对梦想的追求。

教学重点：1. 理解并运用关于梦想追求的词汇和短语。

2. 提高阅读理解和表达能力。

3. 培养团队合作能力和英语听说能力。

教学难点：1. 理解并运用第一、二人称代词以及相关的连词和介词。

2. 通过小组合作，完成相关任务。

教学过程：第一课时一、导入1. 教师简要介绍本节课的主题：The Pursuit of Dreams（梦想的追求）。

2. 引导学生分享自己或他人的梦想故事。

二、阅读1. 学生阅读课文，了解文章大意。

2. 教师提问，检查学生对文章内容的理解。

三、词汇学习1. 教师讲解本节课的重点词汇和短语，如pursuit of dreams, hard work, difficulties, achieve等。

2. 学生跟读、模仿并运用所学词汇。

四、小组活动1. 将学生分成小组，每组讨论以下问题：- What is your dream?- How do you plan to achieve your dream?- What difficulties may you encounter in pursuing your dream?2. 每组选派一名代表分享讨论结果。

五、总结1. 教师对本节课的内容进行总结，强调追求梦想的重要性。

2. 布置课后作业。

第二课时一、复习1. 教师带领学生复习上一节课的重点词汇和短语。

Unit 1Ways of LearningI. Teaching PlanningStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and theWestern learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways to compare andcontrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1. How much do you know about the difference between Chinese learning style and western one?2. Which one do you back up? Please state your reasons.1. Skimming1) Ss skim the passage and answer the Content Questions on Page 9:2)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide which wayis adopted by Howard Gardner.3)T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). Ss scan from Para 11 to Para 13, then decide what method of comparison and contrast is used here? (point-by-point method)2.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese show achild how to do something, or teach by holding his hand; Westerners teach a child to rely on himself forsolutions to problems).3.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)4.T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay.5.T explains language points and gives Ss practice (see Language Study).1. Debate: Should we develop children’s creativity first or train them in basic skills first?1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises.3.T checks on Ss’ home reading (Text B).4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit:1)do the pre-reading task;2）preview Text A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call con sciousness?” Text B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topicintroduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Y et even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill.There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study1.attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)Examples: Attached to this letter you will find a copy of the document you asked for.2.... to position the key just so: to position the key carefully to fit into the narrow key slot3.not in the least: not at allExamples: I am not in the least touched by the Marilyn Monroe kind of beauty.Ann didn’t seem in the least concerned about her study.4. find one’s way: reach a destination naturally; arrive atExamples: Shanghai is not an easy city to find your way around.Drunk as he was, Peter still found his way home.5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or experiencedExamples: Hurricanes are a relatively common phenomenon in the Caribbean.Stress-related illness is a common phenomenon in big cities. Thunder and lightening arenatural phenomena.6. initial: of or at the beginning, first (adj., used only before n.)Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.Their initial burst of enthusiasm died down when they realized how much work the jobinvolved.7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)Examples: The professor was assisting his students to prepare their project.The college student decided to assist the boy with his study.8. insert: put, fit, place (in, into, between)Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer.The doctor carefully inserted the needle into my left arm.9. somewhat: to some degree, a littleExamples: It is reported that conditions in the village have improved somewhat since November.--- “Are you concerned about your exam results?”--- “Somewhat.”10. await: (finl) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation.Instead you use “wait for.”Examples: We must await the results of field studies yet to come.After I sent the letter asking for a job, I had nothing to do but await the answer.11. on occasion: now and thenExamples: I was usually the only foreign participant, although on occasion I brought other Americans in as guests.Steve spent almost all his time doing his research, but, on occasion, he would take his sonto see a film.12. neglect: give too little attention or care toExamples: He gave too much attention to his career, working long hours and neglecting his wife.Their investment turned out to be a failure and the manager was accused of neglecting hisduties.Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happenedExample: I said “Good morning” to her, but she just ignored me and walked on.13.relevant: directly connected with the subject (followed by to , opposite irrelevant)Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.While writing my term paper I was able to borrow all the relevant books from the schoollibrary.14. investigate: try to find out information about (used in the pattern: investigate sth., investigate + whclause)Examples: Police are still investigating how the car accident happened.We can assure you that your complaint will be fully and properly investigated.15. exception: sb./ sth. that a comment or statement does not apply toExamples: Normally, parents aren’t allowed to sit in on the classes, but in your case we can make an exception.We feel that all the students in this class, with one or two exceptions, support theeducational reforms.Without exception all our youngsters wanted to leave school and start work.When you are mentioning an exception, you often use the expression “with the exception of”.Example: We all went to see the film, with the exception of Otto, who complained of feeling unwell.16. on one’s own: 1) without anyone’s helpExamples: Y ou needn’t give me any help. I am able to manage on my own.There are jobs your child can do on her own.2) aloneExamples: The child was left on her own for hours as her mom had to deal with the emergency.I’d rather not go to dance on my own. I do wish you’d come with me.17. accomplish: manage to do (sth.)Examples: Unless you practice you’ll accomplish nothing.Considering their capacity, the possibility of accomplishing the task is not high.If I work hard, I think I can accomplish my goal of getting 6 A’s at the end of the semester.18. in due course: at the proper time; eventuallyExamples: Your book will be published in due course.Be patient. Y ou’ll get your promotion in due co urse.19. critical: 1) very importantExamples: Environmentalists say a critical factor in the city’s pollution is its population.How well you accomplish this task will be critical to the success of your career.2)very serious or dangerousExamples: In y esterday’s car accident, ten people were killed and five people are still in a critical condition.As the situation in Afghanistan became critical, the UN Secretary-General appointed a specialrepresentative to tackle it.20. principal: (rather finl) main, chiefExamples: The couple’s principal concern is to earn enough money to send their children to school.Her principal interest in life was to be a world-renowned pianist.n. The principal of a school or college is the person in charge of it.Example: Com plaints from the students began arriving at the principal’s office.Cf.: principle (see Confusable Words)21. make up for: repay with sth. good, compensate forExamples: I didn’t travel much when I was younger, but I’m certainly making up for lost time now.Her husband bought her a present to make up for quarreling with her the day before.22. in retrospect: on evaluating the past; upon reflectionExamples: The young man knew in retrospect that he should have married his first love Emily.In retrospect, I wish that I had chosen biology as my major.23. extreme: very greatExample: The girls were afraid of snakes and walked along the mountain trail with extreme caution.n. the furthest possible limit, an extreme degreeExample: I know I always say that you eat too much, but there is no need to go to the other extreme.(phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider your actions unacceptable and unreasonableExamples: John went to such extremes to get his promotion that everyone at the office hates him now.The film is not very good, but some critics have gone to extremes, saying it is the worstof the decade. )24. performance: 1) the standard achieved by a person or group of people in carrying out a particular job oractivityExamples: The athlete was awarded $10,000 for his good performance in the Olympics.After several bad performances, the soccer team found their form again.2)sth. performed in front of an audience, e.g. a play, a dance or other entertainmentExamples: Stevie Wonder fought back from the shadow of death and went on to give moreperformances.His performance in the new production of Hamlet received much praise.25. so much so that: to such an extentExamples: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be “immature.”Some parents spoil their children, so much so that they never ask them to do anyhousework.26. continual: happening again and again, repeatedExamples: The construction of the airport continued despite continual complaints from local residents.The dog’s continual barking disturbed the whole neighborhood.Cf.: continuous (see Confusable Words)27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb/sth.)Examples: The new pension arrangements won’t apply to people born before 1960.The advice given by the professor only applies to some of the college students.2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth.,apply to do sth.)Examples: How many jobs had you applied for before you were offered this one?We went to the sports club so often that we decided that we might as well apply to join.28. work on / at: try hard to achieve or improve (sth.)Examples: Sophia needs to work at/on her typing speed.John came back ahead of time to continue working on his thesis.29. priority: 1) sth. that one must do before anything elseExamples: Being a qualified teacher is her first priority.Earning enough money to maintain his family is a high priority.2)sth. that holds a high place among competing claimsExamples: The school will give priority to English and computer studies.The proposals deserve support as they give priority to the needs of children.30. evolve: (cause to) develop gradually (followed by into / from)Examples: The story evolves into a violent tragedy.Popular music evolved from folk songs.As knowledge of genetic engineering evolves, beliefs change.If you want to be a poet, you must evolve your own style of writing.31. summarize: make a short account of the main points of (sth.)Examples: Basically, the article can be summarized in three sentences.The workers’ demands can be sum marized as follows: shorter hours and more pay.32. contrast: compare (two people or things) so that differences are made clear (used in the pattern: contrast Aand/with B)Examples: Carrie contrasted the situation then with the present crisis.Students were asked to contrast Ernest Hemingway with Mark Twain.n. action of contrastingExamples: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.In contrast to the hot days, the nights are bitterly cold.33. on the one hand ... on the other hand: to introduce two contrasting circumstancesExamples: On the one hand, we have good reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.34. promote: help to grow or developExamples: You d on’t have to sacrifice environmental protection to promote economic growth.Regular exercise will help promote physical and mental health.35. emerge: come out (followed by from)Examples: The postman emerged from his van soaked to the skin.The magician emerged from behind the curtain.n. emergence (Tell the difference between emergence and emergency to Ss)36. pick up: gain, learnExamples: He picked up quite a lot of English during his one-year stay in America.I had picked up a bit of data-processing from my son.37. enormous: extremely large (same as huge, immense)Examples: Catherine inherited an enormous fortune from her parents.The New Year’s concert was an enormous success.38. exaggerate: make (sth.) seem larger, better, etc. than it really isExamples: In her resume, she has clearly exaggerated her talents a little.--- “I am bleeding to death!”--- “Don’t exaggerate —it’s only a little cut.”Peter says he’s seen “Titanic” at least 20 times but I think he’s exaggerating.39. assuming (that):You use assuming that when you are considering a possible situation or event, so that you can think about the consequences.Examples: Assuming that we all work at the same rate, we should be finished by January.Assuming that this painting really is a V an Gogh, how much do you think it’s worth?40. valid: based on truth or sound reasoningExamples: They put forward many valid reasons for not building the skyscraper. It is valid to consider memory the oldest mental skill.Scientific theories must be backed up with valid evidence.41. worthwhile: worth doing, worth the trouble takenExamples: It might be worthwhile to consider buying an insurance policy.A trip to the museum is always worthwhile.Teaching is considered a worthwhile job. Cf.: worth42. superior: better than average or than others of the same type (followed by to)Examples: Long-term stock market investments have produced superior returns compared with cash deposits.The woman was greatly superior to her husband in education.This wine is far superior to the one we had last week.。