Quickfixsociety新版现代大学英语二册个性化完整教案.docx

Quick Fix SocietyJanet Mendell Goldstein1.My husband and I just got back from a week's vacation in West Virginia. Of course, we couldn't wait to get there, so we took the Pennsylvania Turnpike and a couple of interstates. "Look at those gorgeous farms!" my husband exclaimed as pastoral scenery slid by us at 55 mph. "Did you see those cows?" But at 55 mph, it's difficult to see anything; the gorgeous farms look like moving green checkerboards, and the herd of cows is reduced to a few dots in the rear-view mirror. For four hours, our only real amusement consisted of counting exit signs and wondering what it would feel like to hold still again. Getting there certainly didn't seem like half the fun; in fact, getting there wasn't any fun at all.2.So, when it was time to return to our home outside of Philadelphia, I insisted that we take a different route. "Let's explore that countryside," I suggested. The two days it took us to make the return trip were filled with new experiences. We toured a Civil War battlefield and stood on the little hill that fifteen thousand Confederate soldiers had tried to take on another hot July afternoon, one hundred and twenty-five years ago, not knowing that half of them would get killed in the vain attempt. We drove slowly through main streets of sleepy Pennsylvania Dutch towns, slowing to twenty miles an hour so as not to crowd the horses and horse carriages on their way to market. We admired toy trains and antique cars in country museums and saved 70 percent in factory outlets. We stuffed ourselves with spicy salads and homemade bread in an "all-you-can-eat" farmhouse restaurant, then wandered outside to enjoy the sunshine and the herds of cows—no little dots this time—lying in it. And we returned home refreshed, revitalized, and reeducated. This time, getting there had been the fun.3.Why is it that the featureless turnpikes and interstates are the routes of choice for so many of us? Why doesn't everybody try slowing down and exploring the countryside? But more and more, the fast lane seems to be the only way for us to go. In fact, most Americans are constantly in a hurry—and not just to get from Point A to Point B. Our country has become a nation in search of the quick fix—in more ways than one.4.Now instead of later: Americans understood the principle of deferred gratification. We put a little of each paycheck away "for a rainy day." If we wanted a new sofa or a week at a lakeside cabin, we saved up for it, and the banks helped us out by providing special Christmas Club and vacation Club accounts. If we lived in the right part of the country, we planted corn and beans and waited patiently for the harvest. If we wanted to be thinner, we simply ate less of our favorite foods and waited patiently for the scale to drop, a pound at a time. But today we aren't so patient. We take out loans instead of making deposits, or we use our credit card to get that furniture or vacation trip—relax now, pay later. We buy our food, like our clothing, ready-made and off the rack. And if we're in a hurry to lose weight, we try the latest miracle diet, guaranteed to take away ten pounds in ten days... unless we’re rich enough to afford liposuction.5.Faster instead of slower: Not only do we want it now; we don't even want to be kept waiting for it. This general impatience, the "I-hate-to-wait" attitude, has infected every level of our lives. Instead of standing in line at the bank, we withdraw twenty dollars in as many seconds from an automatic teller machine. Then we take our fast money to a fast convenience store (why wait in line at the supermarket?), where we buy a frozen dinner all wrapped up and ready to be put into the microwave... unless we don't care to wait even that long and pick up some fast food instead.And if our fast meal doesn't agree with us, we hurry to the medicine cabinet for—you guessed it—some fast relief. We like fast pictures, so we buy Polaroid cameras. We like fast entertainment, so we record our favorite TV show on the VCR. We like our information fast, too: messages flashed on a computer screen, documents faxed from your telephone to mine, current events in 90-second bursts on Eyewitness News, history reduced to Bicentennial Minutes. Symbolically, the American eagle now flies for Express Mail. How dare anyone keep America waiting longer than overnight?6.Superficially instead of thoroughly: What's more, we don't even want all of it. Once, we lingered over every word of a classic novel or the latest best seller. Today, since faster is better, we read the condensed version or put a tape of the book into our car's tape player to listen to on the way to work. Or we buy the Cliff’s Notes, especially if we are students, so we don't have to deal with the book at all. Once, we listened to every note of Beethoven's Fifth Symphony. Today, we don't have the time; instead, we can enjoy 26 seconds of that famous "da-da-da-DUM theme"—and 99 other musical excerpts almost as famous—on our Greatest Moments of the Classics CD. After all, why waste 45 minutes listening to the whole thing when someone else has saved us the trouble of picking out the best parts? Our magazine articles come to us pre-digested in Reader’s Digest. Our news briefings, thanks to USA Today, are more brief than ever. Even our personal relationships have become compressed. Instead of devoting large parts of our days to our loved ones, we replace them with something called "quality time," which, more often than not, is no time at all. As we rush from book to music to news item to relationship, we do not realize that we are living our lives by the iceberg principle—paying attention only to the top and ignoring the 8/9 that lies just below the surface.7.When did it all begin, this urge to do it now, to get it over with, to skim the surface of life? Why are we in such a hurry to save time? And what are we going to do with all the time we save besides, of course, rushing out to save more time? The sad truth is that we don't know how to use the time we save, because all we're good at is saving time... not spending time.8.Don't get me wrong. I'm not saying we should go back to growing our own vegetables or making our own clothes. I'm not even advocating a mass movement to cut all our credit cards into little pieces. But I am saying that all of us need to think more seriously about putting the brakes on our "we-want-it-all-and-we-want-it-now" lifestyle before we speed completely out of control. Let's take the time to read every word of that story, hear every note of that music, and enjoy every subtle change of that countryside. Let's rediscover life in the slow lane.。

Book 2 Unit 5 Quick Fix SocietyI. Spell out the words according to the definitions given. The initial letters are given as a clue.1. a ______to support an idea or plan2. c ______ accepted or deserving to be accepted as one of the best of its kind3. c ______ the condition of being suitable to one’s needs and easy to reach4. d ______ to delay until a later date5. d ______ a limited range and amount of food you eat when you want to get thinner.6. d ______ a short piece of writing that gives the most important facts from a book, report, etc.7. e ______ a short piece of writing, music or film taken from a longer whole8. e ______ a person who has seen a crime, accident, etc. and can describe it afterwards9.f______ a solution to a problem esp. an easy or temporary one.10.g ______ very beautiful11.g ______ to please or satisfy12.h ______ a large group of animals of one kind which live and feed together13.i ______ to pass a disease to somebody14.l ______ the way a person or a group of people lives and works.15.m______ an event that cannot be explained according to the laws16.o ______ a shop or a place where a particular product is sold17.p ______ typical of the simple peaceful life in the country18.r ______ to make you feel you have more energy again and not so tired or hot19.s ______ hardly noticeable unless you pay careful attention20.t ______ a short simple tune that is repeated and developed in a piece of musicKeys: 1. advocate 2. classic 3. convenience 4. defer 5. diet6. digest7. excerpt8. eyewitness9. fix 10. gorgeous11. gratify 12. herd 13. infect 14. lifestyle 15. miracle16. outlet 17. pastoral 18. refresh 19. subtle 20. themeII. Complete the sentences, using the proper forms of the expressions chosen among the ones listed below.1. Why waste time listening to the whole thing when someone else has saved us the trouble of_________ the best parts?2. Don’t ____me____. I’m not saying we should go back to growing our own vegetables or making our own clothes.3. We took the Pennsylvania Turnpike and __________ interstates.4. The herd of cows is __________ a few dots in the rear-view mirror.5. What are we going to __________all the time we save besides, of course, rushing out to savemore time?6. When did it all begin, this urge to do it now, to ____ it_______, to skim the surface of life?7. Our only real amusement _________ counting exit signs and wondering what it would feel like to hold still again?8. We ______ ourselves ___ spicy salads and homemade bread in an “all-you-can-eat’ farmhouse restaurant.9. Once, we __________ every word of a classic novel or the latest best seller.10. If we wanted a new sofa or a week at a lakeside cabin, we _________ it.11. We __________ loans instead of making deposits.12. Instead of ____________ at the bank, we withdraw twenty dollars in as many seconds from an automatic teller machine.13. We buy a frozen dinner all _________ and ready to be put into the microwave …14. If our fast meal doesn’t ________ us, we hurry to the medicine cabinet for some fast relief.15. The bank _____us______ by providing special Christmas Club and vacation Club accounts. Keys:1. picking out2. get, wrong3. a couple of4. is reduced to5. do with6. get, over with7. consisted of8. stuffed, with9. lingered over 10. save up for 11. take out 12. standing in line13. wrapped up 14. agree with 15. helped, outIII. Translation:1. 记住去机场时带上身份证2. 这些士兵正在学习如何在荒野中生存。

现代大学英语精读（二）课程教学大纲一、课程编号：二、前修课程：现代大学英语精读II三、学分：学分四、学时：学时五、课程性质与任务：1．课程性质：本课程是英语专业的专业基础课。

2．课程任务：Objectives of the course：By the end of this semester, students will be able to grasp the main idea and the structure of the text, understand the devices to develop paraphrases, and master the key words and phrases and sentence patterns in the text. Besides, they will fall into the habit of taking notes and consulting reference books to facilitate their learning. Skills and contents that are required to be mastered are listed as follows.六、课程教学基本要求1．Full Attendance;2．Active Participation;3．Assignments: Homework, Journals;4．English-English & Chinese-English Dictionaries;5．Facilities: PPT; Radio; Recorder; Journal;6．Assessment: Mid-term Exam and Final Exam.七、学时分配表周次课堂讲授题目名称教学内容学时3 Unit oneAnother School Year – What for ?课文分析,语句讲解,语法分析及讲解，8八、现代大学英语第二册课程教学基本内容： Unit 1 Another School Year-What For 教学要求：让学生了解作者及其背景知识，熟悉本文使用的写作手法，掌握委婉语；并通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，使其掌握文中的核心语言点。

Lesson Nine: Quick Fix Society1. Warm-up Activity1) What is the meaning of “Quick Fix”?(fix: n. solution to a problem, esp. an easy and temporary one.fix: v. to arrange sth. e.g. fix a meeting/ supper)2) If you want to read a novel, which one would you like to read, a complete one or acompressed one? How do you understand the concept of “quick fix society”?Those who prefer to read a complete novel rather than a compressed one, or prefer to have a prepared family dinner rather than a fast meal may have problems or doubts about the fast paced society.✧transportation and communication✧eating habits and consumption habits✧entertainment✧reading habits, learning habits✧working style3) Do you think there is something wrong with the modern society? Do you want a fast pacedlife or slow paced one?2. Preview Check1)What kind of problem with the modern society does the author address through thearticle?There is a general impatience in our attitudes towards life.2)What is the structure of the text?a.Introduction (1-3): The writer compares her ride on fast roads to West Virginia andher return trip by a different route. The contrast set her thinking whether there wassomething wrong with American’s quick-fix lifestyle. The last sentence of thissection serves as a transition from the introduction to the body.b.Body (4-6): The author lists three ways Americans seek a quick fix.c.Conclusion (7-8): The three rhetorical questions in Paragraph 7 prepare the readerfor what the writer summarizes in the last sentence of the paragraph. The thesis/central idea is stated in the last two sentences of Paragraph 8: “Let’s slow down andenjoy what nature offers us and what mankind has left us, and rediscover life.”3. Word Buildingadvocate / /—advocacy—advocator (advocate) / / advocation ╳civil—civilize—civilized—civilizationcompress—compressioncondense—condensationconvenient—convenience—inconveniente.g. (a) convenience food/ shop 方便食品，便利店Y ou can phone me at your convenience. 方便的时候An order form is enclosed for your convenience. 为了……的方便defer—1. deference 2. defermentWe’ll defer (making the) decision. (delay, postpone, put off) defermentWe’ll defer to your opinion. (accept) deferencedigest—digestiongorgeous—gorgeousnessgratify—gratificationI am gratified with (at, by) the result. (The news gratifies me.)satisfiedpleasedgratifying=satisfying=pleasing=contentinfect—infection—infectiouse.g. an infectious diseaselung infectionThe wound was infected with germs. (The flu virus infected everyone in the class. )The captain’s courage infected the soldiers. 感染refresh—refreshment—refreshed—refreshingHe felt refreshed after the bath. (revive, restore, give strength/ energy)refresh one’s memory (remind sb. of sth.)revitalize—revitalizationformation: re + vital + izeword root: viv-: vital, revive, survive, vivid, vitamine.g. vital energy 生命力, a vital wound 致命伤subtle—subtletycollocations:细微差别a subtle strategy: a strategy organized in a clever and complex way, a cunning strategy 巧妙计策a subtle mind: sensitive, able to see delicate differences 敏锐头脑狡诈的人4. V ocabularyadvocate1) comparesupport2) find the mistaken sentences╳He advocates a change of policy.He advocates changing the policy.He advocates to change the policy. ╳He advocates (suggest) that attention be paid to reform. 很少用He is an advocate of free trade. 提倡者amusement1) compare—amusement (stress the engagement of one’s attention; doesn’t necessarily imply play or sport)愉快entertain—entertainment (fml. imply the activity of others to provide amusement) 娱乐—recreation (imply a change of occupation for the relaxation of body or mind) 消遣entertainment guideamusement parkmy country recreations1) translate 1I did this for amusement. 为了消遣I watched him with amusement. 带着兴趣He looked at me in amusement. 饶有兴趣的看着My uncle finds amusement in fishing. 从……中找到乐趣To everyone’s amusement, the actor fell off the stage. 让大家觉得有趣的是……3) translate 2clown’s job is to amuse the spectators. 小丑的工作是逗观众乐His answer amused me. 他的回答让我觉得有趣Y our singing amuses me. (你走调了)让我发笑/ *你歌唱得真好our idea amuses me. 你的主意真好笑（具侮辱性）antique1) compareancient (modern)antique2) parts of speech过时的俗套)/ lovers ① adj.真（假）古董② n.bicentennial1) compare 2) root 3) expansionbicentennial centennialcentury bilingual bicentennial/ bicentenarybicycle tricentennial/ tercentennialbinocularbrief1) compareHe gave a brief summary/ speech. (short, concise)The scout briefed the general on the enemy’s strength.(give sb. information or instructions in advance)The Prime Minister was fully briefed before the meeting. 在会前详细了解了情况2) briefing: information or instruction you get before you have to do sth.; news in briefThe chairman gave us a briefing before the meeting. 简要介绍一下情况They are holding a press briefing tomorrow. 新闻发布会cabinet1) compare碗柜，食品柜) board（董事会，委员会）wardrobe (衣橱) cabinet内阁（单/复）cabinet (陈列柜，酒柜，电视柜，文件柜) a body of advisers to the president五斗橱) (archaic: a small room)2) checkerboard/ drought-board (check—checker—checkerboard )check: patterns of crossed lines forming squares (check shirt, check tablecloth) 方格compress1) compareapplies to increased compactness brought about by pressing or squeezing; the termimplies reduction in volume and change of form or shape压紧、压缩condense: Condense refers to a reduction in volume and an increase in compactness浓缩、凝结(v.): To contract is to draw together, especially by an internal force, with a resultantreduction in size, extent, or volume金属、肌肉收缩c.f. shrink 受潮、受冷收缩2) Examine the following sentences, trying to understand how the words above are used.She compressed the newspaper into a small ball. 揉压成If steam touches cold surfaces, it condenses into water. 凝结When water is taken out of milk, the milk becomes condensed.浓缩(condensed milk?炼乳) Would you compress/ condense your speech into a few minutes? 缩短Metal contracts in cold weather. 收缩The present tense has the contracted forms: I’m, he’s, etc. 缩略形式3) Can you learn sth from the word root?com- 一起compound, complex, composepress- 压oppression, repression (镇压、压制), impression, depressioncon- 加强语气conclude, confirm, confront, consolidate, contributetract- 拉、抽、引e.g. tractor, attract, distract, abstract (摘要，抽象), extract (抽出) , protract (延长), retract (收回、抽回)diet1) comparediet: the food that a person/ animal eats every day/ a special course of food 日常食物/ 特殊食物provisions: supplied food 供应的食物staple: the basic everyday food 主食2) usebalanced diet is necessary for good health. 日常饮食She is on a diet. 控制饮食The doctor put him on a vegetable diet. (按医嘱) 规定的饮食e.g. diet coke, a rich diet, a poor diet, a Japanese dietdigest①消化②吸收领悟(absorb/ understand) ③文摘Readers’ Digest1) compareswallowe.g. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.一些书需浅尝辄止，另外一些适合一口气读完，而极少数则需要细细咀嚼消化。

Unit 1 Another School Year----What for? Target group: first-year studentsLearning objectives:Students will be able to:1.get some information about the author and cultural background of the text.2.identify the main idea of the passage.3.grasp 15 keywords in the passage.4.identify and know how to express future time.5.interpret the functions of coordinate conjunctions.Teaching procedure:1st Lesson: Reading ComprehensionI.Warming up:1. How about your winter holiday? Do you have some interesting things or happy moments to share?2. Have you happened to have any reflections on the passing semester days before you came back to school? What do you think is your most impressive experience in the last semester and do you have some regrets?(Learn much knowledge in English; make new friends; get to know how to get along well with roommates; get used to live independently…/unsatisfactory final marks; missed some opportunities to present oneself; wasted much spare time…)3. What do you expect from this semester?(knowledge, skills, ability, friends, certificates, good education, more languages, unforgettable experience ,wisdom… )II.Background Information:John CiardiBorn June 24, 1916 Boston, MassachusettsDied March 30, 1986 (aged 69) Metuchen, New JerseyOccupation Poet, teacher, etymologist, translatorNationality United States Ethnicity Italian Citizenship United StatesAlma mater Tufts University University of MichiganNotable work(s) La Divina Commedia translationNotable award(s) Hopwood AwardSpouse(s) Judith Hostetter[1]Children Three[2]John Ciardi was born in 1916 in Boston, Massachusetts, the child of Italian immigrants. He attended Bates College and Tufts College (now Univ ersity) and received his master’s degree from the University of Michigan in 1939. He is the author of more than forty volumes of poetry, among them The Collected Poems of John Ciardi(University of Arkansas Press, 1997), The Birds of Pompeii (1985), The Little That Is All (1974), Person to Person (1964), and Other Skies (1947).Ciardi is perhaps best known for How Does a Poem Mean?(1959), which became a standard text for college and high school poetry courses. He also wrote an acclaimed translation of Dante’s Divine Comedy, was a regular commentator on National Public Radio, and served as editor of Saturday Review for many years. He began his career teaching English at the University of Kansas City, and, after serving a three-year term in the Air Force, went on to teach at Harvard University in 1946. He remained at Harvard as the Briggs-Copeland Instructor in English until 1953, when he accepted a position at Rutgers University.In 1961, Ciardi broke with the educational establishment to devote himself to his own literary endeavors, although he remained an active and visible member of the academic community through lectures, poetry readings, and appearances on educational television. He began writing children’s poetry as a way of getting his own children interested in reading. These works, especially I Met a Man Who Sang the Sillies (1961), became tremendously popular.III. Questions:1. Students will be given 10t o15 minutes to look through the text and then answer the following questions:(1)When was the story happened?January 1940. (Para. 1 Sentence 2)(2)How did the author describe the student?Part of the students was a beanpole with hair on top who came into my class, sit down, folded his hands on hid hips. (Para. 1 Sentence 3)(3)What was the course the professor offered?Literature. (Para. 1 Sentence 4)(4)Was the student interested? Why or why not?No, he thought it was useless. (Para. 1 Sentence 6 and Sentence 7)(5)What kind of teacher was the professor?He had a high sense of duty. (Para. 4 Sentence 1)(6)Did he try hard to convince the student that he was wrong?Yes. (Para. 4-6)(7)What is the student’s way of raising his kids?He would be out to make money. (Para. 7 Sentence 3)(8)What is the professor’s opinion on the business of the college?To put the students in touch with what the best human minds have thought. (Para. 9 Sentence 1) (9)Who did the author mention to illustrate his opinion?Virgil, Dante, Shakespeare, Aristotle, Chaucer, Einstein and La Rochefoucauld.(Para. 12 Sentence 6 and the last sentence, Para. 13 Sentence 1)(10)W hat do you think of the story?2. Decide whether the following statements are true or false.(1)The author told us one of his latest disasters in his career. （F）(2)The student who went to my office majored in pharmacy. (T)(3)Although I was a young teacher at that time, I still had a high sense of duty. (T)(4)The author used almost 3whole paragraphs to explain why they should study literature. (T)(5)I was very happy because I finally succeeded in persuading him. (F)(6)This story happened 15years ago. (F)(7)The author told the story in order to show how successfully he went in teaching. (F)(8)According to the author, the main task of school was to train the student, no more, no less.(F)(9)According to La Rochefoucaul, people will never fall in love if they hadn’t read about it. (T)(10)The story is about education. (T)IV. Listen to the recording of paragraphs 9 and 12. Then the students are encouraged to understand the main idea of the passage.2nd & 3rd Lesson: Vocabulary and GrammarI. PresentationII. Dictation (a paragraph in the text, a suitable article, some excellent sentences, etc)III. Word study:1. accomplishment n.[U] the act of finishing sth. completely and successfully完成；成功e.g. Nursing gave her a sense of accomplishment. 护理工作给了她一种成就感。