Unit 3 More than Words新编大学英语第二版第一册教案

新编大学英语第二版第三册Unit One Personality编著：浙江大学出版社：外语教学与研究出版社Ⅰ. Teaching Content:1.Listening and Speaking2.Structure3.Translating and writingⅡ. Teaching ObjectivesTheoretical basis: College English Syllabus (1999); College English Curriculum Requirements (2004)The teaching of this unit aims to1.Enable Ss to master the target words and expressions especially thoseconcerning about personality.2.Improve the students’ abilities of communication and making commentsrelating to the theme of the unit.Ⅲ. Important and Difficult Points1.To describe people’s personalities, to discuss how to overcome shyness anddiscuss the effect of one’s personality on his health.2.To learn how to use the key words and phrases: accent, acquaintance, constant,contrast, inferior, isolate, passive, thoughtfully, timid, come along, dwell on, in contrast, set aside.3.To master the important grammar: word-building (self-word)Ⅳ. Methods of TeachingMainly applying task-based approach and communicative one to construct a student-centered classroomMulti-media teaching equipmentGroup discussionLive performanceⅤ. Time Allotment (9 periods)Unit 1 The Misery of ShynessPart Ⅰ Preparation & Speaking (2 periods)A. IntroductionIn a general sense, the term personality refers to all the personal and moral characteristics that determine the way a person thinks, feels and acts in his or her social and personal relations. These traits include a vast variety of attitudes and attributes such as shyness, generosity, patience, flexibility, sadness, humor, cheerfulness, selfishness, independence and aggressiveness. Most people are a mix of positive and negative traits. Personality traits that are valued in one culture may be frowned upon in another culture. Similarly, qualities that are encouraged in boys might be regarded as negative traits in girls.It is common that many Chinese students feel self-conscious or uncomfortable to speak English in or out of class. As a result, they lose more opportunities to practice English. Thus, shyness is in the way to English improvement.B. TasksTask 1: Describe Personality1. Figure out the adjectives to describe the following personalities based on the giveninformation.A. He is a liar, and you can’t ask him to do anything for you. (dishonest and unreliable)B. He never buys his friends a drink in a bar. (mean and tight-fisted )C. She knows exactly what she wants to achieve in life and how to get there.(ambitious and single-minded)D. He listens to other people’s opinions, and knows there are always two sides to anargument. (broad-minded and tolerant)E. She just doesn’t seem to realize what she does could hurt other people’s feelings.It’s all me! Me! Me! Me! with her! (thoughtless and self-centered)F. She is very quiet and goes red if anyone speaks to her. (shy and insecure)G. He loves parties and doing his own things. (outgoing and independent)H. She is always asking questions—always wants to know things. (lively andinquisitive)I. She never forgets my birthday. (sensitive and thoughtful)2. Talk about your behavior or experience in your daily life and ask your teammembers to describe your personality.Clue: ambitious, annoying, argumentative, bad-tempered, big-headed, bitchy(脾气坏的，傲慢的), brave, carefree, conservative, conventional, cowardly, crazy,cruel, dull, friendly, amicable, generous, hard-working, honest, amiable,lazy, loyal, mean, modest, moody, naïve, naughty, open-minded,narrow-minded, intolerant, polite, proud, reliable, self-confident, selfish,sensible, sensitive, stubborn, sympathetic, talkative, trustworthy, two-faced,weirdTask 2: Personality and JobDifferent jobs require different personalities. A person who is matched appropriately to the skills and attitudes required for a particular job is more likely to be effective and successful.Role play in the episode of job interview personality traits.Hints:What is your strongest trait?How would your friends or colleagues describe you?What personality traits do you admire?What leadership qualities did you develop as an administrative personnel?What do you find frustrating in a work situation?How do you handle your conflicts with your colleagues in your work?How do you handle your failure?What provide you with a sense of accomplishment?Task 3: Personality and HealthIn recent years, various studies have shown that health and personality are interrelated. Negative attitudes can have negative effects on people’s health.Discuss the effect of one’s personality on his health: a pessimist vs. an optimist.C. Warming-Up Questions (in-class reading)Work in groups to answer the following questions.1. Why do most people describe themselves as shy?SampleBecause they are excessively concerned with their own appearance and actions.They are anxious and self-conscious.2. Would you please list some ways mentioned in the text to overcome shyness?Sample:Firstly we should remember that nobody can be perfect. We should recognize our personal strengths and weaknesses. Secondly we should set reasonable goals.Thirdly we should accept criticism thoughtfully. The most important thing is to study hard and read widely to enrich our knowledge, try to make more friends, and encourage ourselves to get involved in more activiti es in school. In this way we’ll become popular and not shy any more.3. The author has listed some ways in the text to overcome shyness. Which one ispractical and useful to you ?Sample:The writer has mentioned ten ways to overcome shyness. To me, the first and the second are very important. First, we should recognize our personal strengths and weaknesses. By knowing our strengths we can build self-confidence and improve ourselves. Secondly, setting reasonable goal will prevent us from feeling upset and frustrated when we fail. Thirdly we should accept criticism thoughtfully and know that everyone experiences some failures and disappointments.D. HomeworkRemember the new words and phrasesPart Ⅱ In-Class Reading (2 periods)A. Text Structure1. Introduction (Para. 1)Shyness is the cause of much unhappiness for a great many people.2. Reasons why shyness can have a negative effect (Para. 2-3)People’s self-concept has a profound effect on all areas of their lives.People with high self-esteem usually act with confidence.People with low self-esteem are likely to be passive and easily influenced by others.3. Ways of overcoming shyness (Para. 4-15)4. Conclusion (Para. 16)The better we understand ourselves, the easier it becomes to live up to our full potential.B. Sentence Study1. It is obvious that such uncomfortable feelings must affect people adversely. (Line 7)译文：很显然这种不安的感觉会对人们产生不利的影响。

Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。

Unit 3 More than WordsCommunication without Words[1] When you learn a foreign language you must learn more than just the vocabulary and the grammar. To communicate successfully in speech, you must also learn the nonverbal language, or "body language," of that culture. "Body language" is a term used to describe facial expressions, gestures, and other movements of the body that send messages. This means of communication is so important that we may actually say more with our movements than we do with words.[2] Speaking a foreign language is sometimes difficult because we may not understand the nonverbal signals of another culture, or they may mean something very different from what they mean in our own culture. For example, nodding the head up and down is a gesture that communicates a different message in different parts of the world. In North America, it means "I agree." In the Middle East, nodding the head down means "I agree" and up means "I disagree." In a conversation among Japanese, it often simply means "I am listening." One Japanese student in the United States learned the difference the hard way. While speaking with a salesman, the student nodded his head politely to show that he was paying attention. The next day the salesman brought a new washing machine to the student's apartment.[3] Eye contact is also very meaningful, but it, too, can mean different things in different countries. In some Spanish-speaking countries, children show respect to an older person by not looking directly into the person's eyes during a conversation. In other countries, looking into a person's eyes is expected. For example, if you don't do it in the United States, people may think that you are afraid, embarrassed, or angry.[4] In many places in the world there are two basic gestures that are used to tell someone to come closer. In Asia, the sign is a wave of the hand while curling the fingers downward, the same way some North Americans wave good-bye to children. North Americans make almost the same gesture to tell someone to come closer, but they curl their fingers upward. Visitors to other countries must be aware of the difference or they may send the wrong message.[5] Although we rarely think about it, the distance that we stand from someone during a conversation is also an important part of communication. Generally, North Americans prefer more space than do Latin Americans and people from the Middle East. At an international meeting a pair of diplomats may move slowly across a room as one of them tries to increase the personal conversation distance and the other tries to decrease it. The person who prefers more distance usually loses the fight when he finds himself withhis back against the wall.[6] Although we spend many years learning how to speak a foreign language, misunderstandings can occur unless we also know the nonverbal language and the correct behavior of that culture. We are not really prepared to communicate in a foreign language unless we know whether to shake hands or bow, when to sit and stand, and how to behave in unfamiliar situations. Perhaps a fifth skill ought to be added to the four traditional communication skills of reading, writing, speaking, and listening: cultural awareness.没有言语的交流1 当你学一门外语的时候，你一定要学词汇和语法，但这些还远远不够。

Teaching PlanUnit 1 Book 11.Objectives and RequirementsIntegrated Coursea. understand the main idea and structure of the text ;b. appreciate the narrative skills demonstrated in the text (selection of details, repetition, andcoherence);c. master the key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking Course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course Growing UpStep One Text AnalysisRussell Baker is very good at selecting details to prove his point. For example, in Para.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 repetition not only to m ake it easy for readers to follow what he is saying, but to impress them more deeply. For example, in Para. 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. Another example of such repetition can be found in Para. 5. Count how many I wanted there are in this paragraph (there’re 5!). They help to emphasize Russell Baker’s strong desire to write for himself.On the other hand, where this stylistic device is not justified, Baker is also expert in avoiding repetition by employing synonymous words and phrases.Step Two Language Study1. off and on (or on and off): from time to time, now and again, irregularlye.g.: As her patient slept soundly during the night, Nurse Betty was able to doze off and on in2. take hold: become establishede.g.: Old habits die hard. That's why you should stop smoking before the habit takes hold.3. associate (with): join or connect together; connect or bring in the minde.g.: I can't associate this gentle young woman with the radical political essays she has written.4. turn out: producee.g.: New computers are soon outdated since newer models are turned out constantly.5.anticipate: expect (usu. followed by gerund or that-clause)e.g.: The police had anticipated trouble from the soccer fans and were at the ground in largenumbers.6. tedious: boring and lasting for a long timee.g.: The movie was so tedious that many viewers left before it wasover.7. out of date: old-fashionede.g.: New words are constantly added to our vocabulary while some old words go out of date.8. severe:1) completely plaine.g.: The widow wore a severe black dress to her husband's funeral.2) stern, stricte.g.: Only those who have undergone severe training can be accepted into the air force.3) causing very great pain, difficulty, worry, etc.e.g.: The severe chest pain experienced by the Vice-President proved to be a heart attack.9. tackle: deal withe.g.: Toshiba recently designed a robot that can tackle almost any kinds of house-work.10. finally: at last (usu. used in the following situations: indicating that sth. is the last one in a seriesof things or events; introducing a final point, asking a final question, or mentioning a final item;when sth. happens that you have been waiting for a long time, you can say that it finally happens)e.g.: Mr. Smith lived in Turkey, France, and Norway before finally settling in Mexico.11. face up to: be brave enough to accept or deal with (a problem or difficulty)e.g.: Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resignedon New Year's Eve.12. sequence: connected line of events, ideas, etc.e.g.: A sequence of bad harvests forced some African countries to ask for foreign aid.13. image: a picture formed in the minde.g.: Many pop stars try to improve their public image by participating in charity events.14. recall: bring back to the mind; remember (usu. followed by noun/gerund, or that-clause)e.g.: I recognize the face but can't recall her name.15. argument: disagreement, quarrele.g.: The bride and her mother got into an argument about whether to wear white or red on herwedding day.16. put down: write downe.g.: What’s the use of a password to your computer if you put it down on a piece of paper stuckto the computer screen?17. violate: act againste.g.: Speeding in downtown areas violates traffic regulations.18. turn in: hand in (work that one has done, etc.)e.g.: It is said that if a police4man is ordered to turn in his gun, it is meant as a punishment.19. command:1) n. ordere.g.: The commander gave the command that all prisoners of war should be well treated.2) v. give an order toe.g.: The captain commanded his men to leave the ship immediately.(As with the verbs “suggest, demand”, subjunctive mood is used in a that-clause after command.)20. what’s more: in addition, more importantlye.g. How can you love this man? He watches TV all day long, and what’s more, he seems not tohave brushed his teeth for months!21. hold back: prevent the expression of (feeling, tears, etc.)e.g.: People could hardly hold back their anger when they found that millions of dollars of publicfunds had been used to build luxurious houses for city officials.22. avoid: keep or get away from (usu. followed by noun/gerund)e.g.: The little boy who had broken a neighbor’s window ran away to avoid punishment /beingpunished.23. career: a job or profession for which one is trained and which one intends to follow for the wholeof one’s lifee.g.: My farmer parents have never expected me to make novel writing my career.Step Three Oral PracticePair work1. What was his own impression of his new English teacher?2. What did he think Mr. Fleagle would do if he were to write the essay the way he wanted?3. Why did Baker feel so delighted?Group discussion:What’s for to writing an essay? 1) to educate the audiences 2) for one’s own joyStep Four Written Practice (selectively and emphatically)Vocabulary:1. Study carefully all the key words and phrases in the box on P. 12. A number of exercises mayhelp the students learn how to use them.2. Synonyms in Context3. CollocationStructure:be said to…; conjunction “as”Cloze: Fill in the blanks of the two passages in the bookTranslation: Translate the Chinese passage into EnglishEssay Writing:Write an essay about an experience that impressed you most in the college entrance examination.Teaching PlanUnit 2 Book 11.Objectives and RequirementsIntegrated Coursea. grasp the main idea (never delay expressing your true feelings to a friend) and structure ofthe text (developing a story around a letter);b. appreciate that spoken English is much more informal than written English;c. master key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course FriendshipStep One Text AnalysisMost of this text is actually a re-creation of the conversation between a taxi driver and the narrator. Therefore it provides ample examples of how English is spoken in daily life by native speakers.In spoken English sentences tend to be short and simple. Some sentences are incomplete.Besides, some words or phrases do not usually find their way into written English, for example, sort of, kind of, you know, I think, I guess, I take it, well, go ahead, hang out, it’s no fun to do sth., not much of a hand at doing sth., a couple of, every now and then, an awful lot.From the text one can conclude that the narrator is very good at keeping the conversation going. For one thing, he expresses his agreement to show the cabbie what a sympathetic listener he is. For another, he asks questions directly to get more information out of the cabbie.Step Two Language Study1. be lost in/lose oneself in: be absorbed in, be fully occupied withe.g.: He was lost in playing computer games so he was unaware of my entering the room.2. available: able to be used, had, or reachede.g.: Since 1990, the amount of money available to buy books has fallen by 17%.3. or something: used when you are not very sure about what you have just saide.g.: The air fare was a hundred and ninety-nine pounds or something. Similar phrase: orsomething like that4. go ahead: continue, begin (sometimes followed by with +n.)e.g.: the board of directors will vote today on whether to go ahead with the plan.5. know/learn by heart: memorize, remember exactlye.g.: You have to know all the music by heart if you want to be a concert pianist.6. estimate: form a judgment about (a quantity or value)e.g.: I estimate that the total cost for the treatment of the disease will go from $5,011 to $8,00O.7. might/may (just) as well: If you say that you might/may (just) as well do something, you meanthat you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it.e.g.: The post office is really busy -- we'll have to queue for ages to get served. We might as wellgo home.8. not much of a: not a goode.g.: Some people may think that doing housework for others is not much of a career.9. keep up: continue without stoppinge.g.: They risk losing their homes because they can no longer keep up the repayments.10. correspondence:1) the act of writing, receiving or sending letters (often followed by with + n.)e.g.: His interest in writing came from a long correspondence with a close college friend.2) the letters that sb. receives or sends (used as an uncountable noun)e.g.: Mary really never mentions her step-mother in her correspondence.11. But I take it he's someone ...: But I expect that he is someone ...The sentence pattern "I take it (that)" is used to say that you expect someone will do something, know something etc..e.g.: I take it (that) you've heard that all the students in my class have done a very good job inCET Band 4.12. kind of/sort of: (infml "kind of" is AmE; "sort of”is BrE) a little bit, in some way or degree (usedbefore v. or after a link verb)e.g.: She wasn't beautiful. But she was kind of cute.13. a couple of: (infml) a few, more than one but not manye.g.: Do you have a moment? There are a couple of things I'd like to talk to you about.14. keep in touch (with sb.):If you keep in touch with someone, you write, phone, or visit each other regularly.e.g.: The old man kept in touch with his children while living in a nursing home.15. come up:1) happen, occur, esp. unexpectedlye.g.: "Sorry, I am late -- something came up at home."2) be mentioned or discussede.g.: The issue of safety came up twice during the meeting.16. urge: try very hard to persuade (often used in the pattern urge sb. to do sth. or followed by athat-clause. In the that-clause, "should" or the base form of a verb is used.)e.g.: They urged the local government to approve plans for their reform program.17. postpone: delay (usu. followed by n./gerund)e.g.: The couple had postponed having children to establish their careers.18. references1) the act of talking about sb. / sth., or mentioning them (usu. followed by to)e.g.: It was strange that he made no reference to any work experience in his resume.2) sth. that shows you where else to look for information, for example the page number of anotherplace in a booke.g.: Make a note of the reference number shown on the form.3) the act of looking at sth. for informatione.g. Use the dictionary for easy reference.19. go by: (of time) passe.g.: Her daughter was becoming more and more beautiful as the years went by.20. hang out:1) (infml; used mainly in AmE) stay in or near a place, for no particular reason, not doing verymuche.g.: I often hung out in coffee bars while I was unemployed.2) hang clothes on a piece of string outside in order to dry theme.g.: I was worried that I had no time to hang out my washing.21. every now and then: sometimes, at timese.g.: Every now and then I have a desire to quit my tedious job.22. awful: (infml; used to add force) very great; very bad or unpleasante.g.: I have got an awful lot of work to do.23. away:(infml) at oncee.g.: Tom has got a high fever; he should go and see a doctor right away. Step Three Oral PracticePair work1.What was the cab driver dong when the author wanted to take the taxi?2.How often did they see each other over the past 25 or 30 years? Why?3.How did the driver feel about Old Ed’s friendship with him?Group discussion:1.What is your idea of friendship? How important are friends to you?2.According to you, what is a friend? (Someone on terms of affection and regard for anotherwho is neither relative nor lover; someone who freely supports and helps out of good will; an acquaintance) (Longman Modern English Dictionary)3.How often do you communicate with your friend?4.What can your friends bring to your? (helping hand, sharing happiness and sadness,admiring, good wishes, free support)Step Four Written PracticeVocabulary:1.Study carefully all the key words and phrases in the box on P.43. A number of exercises mayhelp the students learn how to use them2.Collocationage: something, or something, kind of, sort of, more or lessStructure:may/might (just) as well; look/taste/sound/feel/smell as ifCloze: Fill in the blanks of the two passages in the bookTranslation: Translate the Chinese passages into EnglishEssay Writing: Write a letter to your dearest friend about your new life in the college.Teaching PlanUnit 3 Book 11.Objectives and RequirementsIntegrated Coursea.understand the main idea (to ensure the survival of human civilization, measures must betaken to help the public understand science) and structure of the text (introducing a topic, developing the topic with supporting details, supplying a conclusion);b. appreciate the style differences between narrative writing and expository writing;c. master the key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking Course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course Understanding ScienceStep One Text AnalysisThis text is the first piece of expository writing in our textbook series, therefore it is important to note the style differences between narration and exposition. Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed than the former. For the purpose of objectivity, third-person narration is often adopted in exposition. Meanwhile, sentences in the passive voice appear regularly.A typical piece of expository writing begins with a statement of opinion, then goes on to give supporting details. In this text, an opinion is advanced in Para. 3, i.e., the public need education in science so as to make informed decisions on their own fate. In the following paragraphs the author details the ways to educate the public. In the last paragraph a conclusion is supplied -- human civilization will survive if the public understand science well.Interestingly, if we look closer at Part II of this text, we will find it to be a mini-exposition, its topic being how to educate the public in science. Afterwards three concrete solutions are proposed. They are: science education in schools, replacing equations with words and diagrams, and making use of popular media such as newspapers, magazines and above all TV.Albert Einstein (1879-1955): a physicist, born in Germany, who was possibly the greatest scientist of the 20th century. In 1905 he published his theory of relativity. This led to the equation giving the relationship between mass and energy, E=mc2 , which is the basis of atomic energy Einstein suggested how it could be used for making weapons, but after World War II he spoke publicly against nuclear weapons. By 1917, he had become famous all over the world. He was given the Nobel Prize for physics in 1921. When Hitler came to power, Einstein, who was Jewish went to live in the US, becoming a US citizen in 1940. In 1933 he wrote a book called Why War?with Sigmund Freud. He became a professor at Princeton University in 1934, and he spent the rest of his life looking, without success, for a theory that combined those of gravitation and electromagnetism. In 1952 he was offered the presidency of the state of Israel, but did not accept it. Step Two Language Study1. likely:1) probable (When functioning as an a., the word is often used in the following patterns it is likelythat .... be likely to do sth.)e.g.: It is likely that my roommate will win the first-class scholarship.Economists say that the quick economic growth is likely to continue throughout the 2010s. 2) probably (When used as an ad., the word is often preceded by "most", "more than", or "very".You don't use it as an ad. on its own.)e.g.: It is reported that another sandstorm will very likely come in the next 24 hours.2. do without:manage to survive, continue, or succeed although you do not have sth. you need,want, or usu. havee.g.: You'll have to do without your dinner if you don't get back in time.3. highly:1) verye.g.: Mr. Smith was a highly successful salesman.It seems highly likely that she will take the job.2) to a high level or standarde.g.: Most of the people present at the meeting are highly educated women.4. anyway: (used to change the subject of a conversation or to support an idea or argument) anyhowe.g.: We ought to spend less on the defence missiles, which I think are pretty useless anyway.5. put/turn the clock back:return to a situation that used to exist, usually because the presentsituation is unpleasante.g.: The employment bill in which women are not allowed to take jobs will put the clock backfifty years.6. cut off: stop providing (sth.)e.g.: Water and electricity supplies in the city have been cut off because of the American air attacks.Their phone has been cut off because they haven't paid the bill.7. bring about: make (sth.) happene.g.: Some educators are hoping to bring about major changes in the educational system.8. moreover: in addition to what has been said; further; besidese.g.: Local people would like a new road. Moreover, there are good economic reasons for buildingone.She saw that there was a man immediately behind her. Moreover he was observing her strangely.9. initiative:1) the ability to make decisions and take action without waiting for sb. to tell you what to doe.g.: I wish my son would show a bit more initiative.The workers are able to solve the problems on their own initiative.2) used in the phrase "take the initiative": be the first person to take action to improve a situationor relationship, esp. when other people arc waiting for sb. else to do sth.e.g.: Why don't you take the initiative and arrange a meeting?Don't stand around waiting for someone else to take the initiative.10. slow down: become slower, or make sb. or sth. slowere.g.: It seems likely that the economy will slow down over the next twelve months.There is no cure for the disease, although drugs can slow down its rate of development.11. ensure: make sure (followed by an. or that-clause)e.g.: This new treaty will ensure peace.12. informed: having or showing knowledgee.g.: Science is now enabling us to make more informed choices about how we use commondrugs.inform: tell (used in the patterns: inform sb. of/about sth., inform sb. + that-clause, inform sb.It is a fairly formal word. In conversation you usually use tell.)e.g.: They informed us of their arrival at Pudong Airport.13. in two minds (about sth.): unable to decide whether or not you want sth. or want to do sth.e.g.: I think she's in two minds about whether to accept his present or not.14. steady:1) constante.g.: The government's policies have brought a period of steady economic growth with fallingunemployment.2) firme.g.: Keep the camera steady while you take a picture.15. basis: (pl. bases)1) the facts or ideas from which sth. can be developed; foundation (usu. used as a singular noun,followed by, for or of)e.g.: The video will provide a basis for class discussion.2) the circumstance that provides a reason for some action or opinion (usu. followed by of orthat-clause)e.g.: On the basis that recognizing the problem is halfway to a solution, we should pay much attention to hiscomments.16. lie in: exist or be found in sth.e.g.: His skill lies in his ability to communicate quite complicated ideas.17. in terms of: as regards (sth.); expressed as (sth.)e.g.: In terms of customer satisfaction, the policy can't be criticized.18. accurate: exacte.g.: On the whole the program provided an accurate picture of the effect of AIDS.19. tend: be likely to happen or have a particular characteristic or effecte.g.: The old couple tend to buy cheap processed foods like canned chicken.20. grasp: understandinge.g.: Applied mathematics was beyond the grasp of most of her students.21. sufficient: as much as is needed, enough (often followed by for or to +infinitive)e.g.: There was not sufficient evidence to prove that he was guilty.His income is sufficient to keep him comfortable,22. convey: make (ideas, feelings, etc.) known to anothere.g.: Their bright eyes and smiling faces conveyed the impression that they were very excited.23. proportion:1) a part of a group or an amount (usu. singular)e.g.: A large proportion of the city's population is aged over 50.2) the relationship between the amounts, numbers, or sizes of different things that go together toform a whole (usu. singular)e.g.: The proportion of men to women in the medical profession has changed in recent years.A large proportion of the dolphins in that area will eventually die because of the waterpollution.24. fit into: be part of a situation, system, or plane.g.: The new college courses fit into a national education plan.25. entertain:1) give pleasure toe.g.: Children's television programs not only entertain but also teach.2) have as a gueste.g.: According to the school regulations, women students are not allowed to entertain men in theirrooms.26. hence:1) as a result, therefore (a formal use, followed by a clause /noun group /a. /ad. /prepositionalphrase)e.g.: He's an extremely private person: hence his reluctance to give interviews.The trade imbalance is likely to rise again in the 2000s. Hence a new set of policy actions will be required soon.2) from this timee.g.: 1 don't know where 1 will be six months hence.Step Three Oral PracticePair work:1.What is the attitude of some people towards the changes brought about by the science andtechnology?2.What would happen if all government money for research were cut off?3.Is it possible to prevent science and technology from future development? Why or why not?4.How does the public feel about science?5.What limited role can books, magazines and television play in popularizing scientific ideas? Group Discussion:1.In what way have science and technology changed the world we live in?2.What is your attitude towards science? In what way is science a good or bad thing?3.What can be done to ensure that the public can make informed decisions about the changesscience and technology make?Step Four Written practice (selectively and emphatically)Vocabulary:1.Study carefully all the key words and phrases in the box on P.72. A number of exercises mayhelp the students learn how to use them2.Word Formation3.AntonymsStructure:“as many as” or “as much as”Cloze: Fill in the blanks of the two passages in the bookTranslation: Translate the Chinese passages into EnglishEssay Writing: Write an essay entitled How Science Changes our LivesTeaching PlanUnit 4 Book 11.Objectives and RequirementsIntegrated Coursea. understand the main idea (Tony realized his American Dream through his own efforts) andstructure of the text (one part telling the story of Tony’s life andthe other giving the author’s comments on it);b. learn to describe a person by his/her characteristic feature, together with supporting detailswhich demonstrate the features;c. master the key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking Course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course American DreamStep One Text AnalysisThis text, like Text A in Unit 1, employs time words and phrases in narration. Time words and phrases serve as transitional devices by which an author switches from one event to another. The latter event may take place either before or after the former, which allows an author freedom in narration. For example, Text A in Unit 1 thus becomes a piece of narration interspersed with flash- backs. For another example, the author of this text is able to keep his narration concise by simply recounting Tony's steps toward success, since the time phrases make it unnecessary to squeeze in too many details about how he succeeded during each step.However, we are not saying that details are unimportant. Those details vital to the story development are carefully inserted into the text. For example, why is Tony's faulty English sentence "I mow your lawn" repeated four times? That's because it shows Tony's determination in finding a job, and his optimistic view that people would help a man who needed a job.Besides, does the author himself ever make a statement claiming Tony to be a good worker? No. He makes you infer from other people's compliments (e.g., "my wife said he was very helpful"; the personnel department "said Tony was a very good worker"; "I got a report that he had graduated as a skilled grinder"; when Tony died, people found "the farm green with vegetables, the little house livable and homey. There were a tractor and a good car in the yard. The children were educated and working, and Tony didn't owe a cent.")Or consider the three instances where Tony's physical appearance is described. They present an increasingly well-to-do Tony. Or, have you noticed that Tony had remained standing when he talked to Mr. Crawford until in Line 65 "we sat down and talked"? Tony's social status improved enough to allow him to sit down with Mr. Crawford.Step Two Language Study1. turn away: refuse to help (sb.) or to allow (sb.) to enter a placee.g.: He's my son after all, I can't just turn him away when he is in trouble.The lecture hall was already full and many of the students were turned away.2. work out: plan; solve; calculatee.g.: Finally I worked out that the parcel had been sent to Paris by mistake.My mother allowed me to take the trip, but asked me to work out the total cost first.3. clean up: make clean and tidye.g.: I'll go shopping with you as soon as I've cleaned up the kitchen.4. determination: the ability to continue trying to achieve what you have decided to do even whenthis is difficult (uncountable noun, often followed by infinitive to)e.g.: He showed great determination by continuing to play after hurting his foot.5. personnel:1) the department in a large company or organization that deals with employees, keeps theirrecords, and helps with any problem they might have; humanresources (uncountable noun, used with a singular or plural verb)e.g.: Personnel has/have received your application form.2) all the persons working in an organization, in the army, etc. (used with a plural verb)e.g.: All personnel in this company are entitled to medical insurance.6. capacity: the ability to understand or do sth. (often followed by for or infinitive to)e.g.: Those math problems were beyond my capacity.I don't think it's within a five-year-old boy's capacity to spread computer viruses.7. turn down: refusee.g.: He was offered the job but he turned it down because it involved too much traveling.8. wreck: sth. such as a ship, car, plane, or building which has been destroyed, usu. in an accidente.g.: We thought of buying the house as a wreck, doing it up, then selling it.9. loan:v. lend (sth.)e.g.: He had kindly offered to loan me all the books required for the examination.n.1) a sum of money that you borrowe.g.: The president wants to make it easier for small businesses to get bank loans.。

新编⼤学英语教案（第⼆册）_Unit1LoveUnit OneTeaching Objectives1. To know the importance of the love;2.To understand what real love is;3. To learn to be a man with a good heart;4. To master the words describing love;5. Master the key language points and grammatical structures in the text;6. Conduct a series of reading, listening, speaking and writing activities related to the theme of theunit;7. To improve the students’ abilities of communication and making comments.Teaching allotment6 academic hours1-2 period preparation & listening-centered activities3-4 period In-Class Reading: A Good Heart to Lean On5-6 period After-Class Reading & ExercisesFocus Points1. Key words,phrases & usagesactivity, adjust, bother, cling, complain, content, coordinate, despite, embarrass, engage, envy, fortune, fortunate, frustrate, impatient, lean, local, navy, occasion, pace, participate, reluctance, severe, stress, trifle, worthy, urgenow that, set the pace, lean on, subject…to, engage in, see to it that,in frustration2. Difficult sentences1) If he ever noticed or was bothered, he never let on.2) When I think of it now, I marvel at how much courage it must have taken for a grown man to subject himself to such indignity and stress.3) He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able.4) But the next day people kidded him by saying it was the first time any fighter was urged to take a dive even before the bout began.3. Grammar focus1）代词it 的⽤法;2）独⽴主格结构;3）now that 引导的原因状语从句;4）介词+which 结构Teaching Methods1. Using multi-media teaching equipment （应⽤多媒体教学⼿段）2. Listening and practice （听歌填词）3. Group-Discussion （分组讨论）4. Questions and answers （课堂问答）5. Class work （班级活动）Teaching Procedures1. W arming-up (课前准备活动)2. U nderstanding background knowledge （了解背景知识）3. T ext explanation （课⽂讲解）4. E xercises （巩固练习）5. A ssignments （作业）1. Useful InformationWhether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to behuman. To need love is also to be human. Children, for example, need lovingcare in order to be emotionally healthy. Love is a deep feeling offondness, affection and friendship that grows among people.Romantic love usually begins as passion and evolves with timeto a more lasting sense of attachment. Many of thefamous romantic love stories in various cultures end in thetragedies of death or betrayal. The loss of love is favorite musicaltheme and the subject of countless stories,operas, songs, and ballads. 2. “Love” definition from a famous bookLove is patient, love is kind. It does not envy, it does not boast, it is not self-seeking, itis noteasily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always projects, always trusts, always hopes, always perseveres.3. The difference between like and loveThe verb “like” is not as strong as “love” and generally does not imply deep emotions. “Like” means to find pleasure or satisfaction in something or someone: l like eating at the restaurant. In English, the word “love” is often used informally instead of “like” in an intensified sense: he loves music; children love ice-cream; she loves her new job. However, “love” and “like” are not totally interchangeable. It is often the context that indicates the strength of the word “love”. The word “love”should not be used in the first person when speaking to another person, except in romantic situations (I love you).1. Warming-up activity: Talk about the most unforgettable character in your lifePurpose: make sure of the right way to express yourself logicallyForm: group discussion and individual talk.Steps: 1.Work in groups and discuss with others about the most important person in yourlife.2. Individual statement in class to share the story together3. Concluding remarks by the teacher on the performance of the students’ story andthe mannerSuggested words or expressionsConsiderate/patient/a great helper/generous/point out one’s mistake/encouraging/tender2. Further Development: Use your imagination and make up a love storyPurpose: give the students the chance to use the vocabulary they have learnedForm: done by the whole class togetherSteps: 1. Each member of the class contributes a sentence to develop the story, this can bedone in the order of their seats.2. Others have to listen carefullyso as to know how the story goes, and then helpthe story to develop.3. C oncluding remarks by the teacher on the performance of the students’ storyand the mannerSuggested words or expressionsBoyfriend/girlfriend/hate/heartbroken/emotion/attractive/beautiful/crippled/fall in love atfirst sight/generous/handsome/loyal/devoted/hesitate/unconditionally/adoring/interactionWords and phrases1. adjust :v. change slightly, especially in order to make it more effective or more suitablee.g. adjust one ’s watchShe adjusted the lamp so that the light fell directly on her book..搭配：adjust oneself toHe adjusted himself quickly to the heat of the country.adjustable a. adjustment n. readjust v.辨析：adjust : 常指机械⽅⾯的严格调整或校正，从⽽使各部件协调，达到运转或⼯作，或可指⼈或其它动物）改变原来的⽣活⽅式、⽣活习惯，从⽽适应新的环境。

全新版⼤学英语综合教程第⼆册教案Unit3Book2Unit 3 The Generation GapI. Teaching ObjectivesStudents will be able to:Students will be able to:1understand the main idea (Father meddled in children?s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp 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.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 43: Sean and I will have a man to man talk.2. Line 45-47: And I just wanted you to know that I?ll do anything I can to help him through life?s dangero us sea.3. Line 103: My treat, I told him. And of course, he was glad to accept..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 after 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 song The Times They Are A-changing?: ( 5 minutes)---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can?t be content with one?s old way of life)---What does the singer think of his parents? way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parents? birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents? eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in theclass, one group may consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children?s affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this questionin mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes)B. While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters,settings, stage directions, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan theplay to divide it into three parts. T may drop a hint: just read the stagedirections put in brackets.4)T explains the functions of stage directions: to set up stage properties in theproper place; to indicate a change in setting; to direct actors? movements, gesture, facial expression, tone of voice, etc. Then T draws the followingillustration on the blackboard:5)T invites one S to read aloud Heidi?s speech to the audience at the verybeginning of the play, then ask another S to re-create Heidi?s words into a complete and grammatical paragraph. They may refer to Writing Strategy to see the stylistic differences between speech and writing.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires orwills. It may happen in three forms: man against man, man againstenvironment, man against himself. When a conflict develops to the mostintensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can notcome forward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)C. Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with abrief summary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like …do go on?, …do get on with it?, …don?t keep us in suspense?. Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence …I do? Yes, I guess I do. I?ve…done it again, haven?tI ??2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do?s and don?ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane?s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss? home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for 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 3Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 4IX. 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 AnalysisAlthough a playwright can?t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let?s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief discussion of Father?s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children?s attitude towards Father?s meddling, she tries to maintain the peace, as in the in stance when she maintains Father?s dignity by telling the children “Don?t interrupt”, “Don?t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The Thompson chil dren respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father?s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane?s feelings are entirely different, though. She is put on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn?t it a wonder that words can tell so much about people?B. Cultural Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor?s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job: Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother? h elpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.C. Language Study1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It?s Jan?s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people. adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don?t be dumb. You can?t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. ⼀致；齐唱；齐奏in unison acting in the same way at the same time ⼀致地；⼀起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)⼿掌；掌状物（2）棕榈树vt. 把---藏于⼿（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value⽤欺骗⼿段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。