大学英语精读第三册教案三单元Unit-3-Why-I-Teach

教学目标：1. 理解文章主题，掌握文章结构。

2. 掌握文章中的重点词汇和短语。

3. 提高学生的阅读理解能力和写作能力。

教学重点：1. 理解文章主题，掌握文章结构。

2. 重点词汇和短语的学习。

教学难点：1. 理解文章中的复杂句子和表达。

2. 学会运用所学词汇和短语进行写作。

教学过程：一、导入（5分钟）1. 复习上一课所学内容，提问学生关于文章主题和结构的问题。

2. 介绍本课主题，引导学生思考文章内容。

二、阅读理解（20分钟）1. 学生自读课文，了解文章大意。

2. 教师提问，检查学生对文章主题和结构的理解。

3. 学生分组讨论，分享各自对文章的理解。

三、词汇学习（15分钟）1. 教师讲解本课重点词汇和短语，如：adequate、deviate、excessive等。

2. 学生跟读并模仿教师发音，加强记忆。

3. 教师给出例句，让学生运用所学词汇和短语进行练习。

四、语法讲解（10分钟）1. 教师讲解本课相关语法知识，如：时态、语态等。

2. 学生跟读并模仿教师例句，加深理解。

五、写作练习（15分钟）1. 学生根据所学内容，撰写一篇短文。

2. 教师巡视指导，纠正学生写作中的错误。

六、课堂小结（5分钟）1. 教师总结本课所学内容，强调重点和难点。

2. 学生回顾所学知识，提出疑问。

七、布置作业（5分钟）1. 学生完成课后练习题。

2. 指导学生预习下一课内容。

教学反思：本节课通过阅读理解、词汇学习、语法讲解和写作练习等环节，帮助学生掌握文章主题、结构、重点词汇和短语，提高学生的阅读理解能力和写作能力。

在教学过程中，要注意以下几点：1. 注重学生的参与度，鼓励学生积极发言。

2. 结合实际生活，引导学生运用所学知识。

3. 及时纠正学生的错误，帮助学生巩固知识。

4. 关注学生的个体差异，因材施教。

通过本节课的学习，希望学生能够更好地掌握英语阅读和写作技巧，为今后的学习打下坚实的基础。

2023年大学英语精读第三册第3课Why,I,Teach,3篇大学英语精读第三册第3课Why I Teach1Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying ments? Answering these questions is not a simple task. Let“s see what the author says.Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn"t want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don"t teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I"m always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hourlater convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel pelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I"m my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can"t? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote termpapers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she"d first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to e acivil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by *ysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power *?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher"s life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.大学英语精读第三册第3课Why I Teach2administrativea. of the management of affairs 行政的，管理的administrationn. 管理(部门)，行政(机关)puzzlevt. fill with doubt and confusion 使迷惑step (-) upn. promotion; increase in size, speed, etc.mechanicn. skilled workman, esp. one who uses or repairs machines and tools 机械工;机修工sweatya. covered with sweat, sweatingpalma. 手掌professionn. occupation, esp. one requiring special training, such as law, medicine, or teachingconvincevt. make (sb.) feel certain; cause (sb.) to realizepelvt. force (sb. or sth. to do sth.)pacen. rate or speed of development, or in walking, etc. 速度;步速calendarn. 日程表，日历opportunityn. favourable occasion or chancereflectionn. careful thinking; consideration 深思;考虑reflect vi.stimulatevt. encourage; excite 刺激;激励freshmann. student in his first year at a college or universityfailuren. a person, attempt, or thing that fails; lack of successivoryn. 象牙ivory towern. place or condition of retreat from the world of action into a world of ideas and dreams 象牙塔self-reliancen. ability to do things and make decisions by oneself 依靠自己;自力更生reliancen. trust, confidence; dependence 信赖;信心;依靠technologicala. of or related to technology 技术的corporationn. (AmE) 有限公司run-downa. old and broken or in bad conditionrenovatevt. restore (old buildings, oil paintings, etc.) to a former, better state 修复，修整semestern. (AmE) either of the two periods into which a school year is divided; term 学期repayvt. pay back (money, etc.)loann. sth. lent, esp. a sum of money 借出的东西;贷款distributevt. divide among several or many; give or send out 分发;分送distribution n.varietyn. difference in quality, type or character; a number of or a collectionof different things 变化，多样化;种种challengen. the quality of demanding petitive action, interest, or though 挑战doctorala. having to do with the university degree of doctor 博士的energetica. vigorous 精力充沛dissertationn. (学位)论文poetn. one who writes poetrylearneda. showing or requiring much knowledge 博学的journaln. magazine or daily newspaper 杂志;日报occasionala. happening from time to time, not regular 偶尔的，间或的nudgen. (fig.) words, actions or feeling that stimulate 启示vt. push or touch slightly, esp. with the elbow to attract attention; (fig.) stimulatefellowshipn. position or a sum of money granted to a person for advanced study or research 研究员职位;研究员薪金switchvt. change or shift; turnurbana. of a town or citycivil rightsn. the rights of a citizen without regard to his race, religion, sex, etc.公民权lawyern. person who practises law 律师intuitionn. (power of) the immediate understanding of truths, events, facts without reasoning 直觉*ysisn. the separation of a substance into parts for careful examination and study 分析creationn. act of creating; sth. created 创造(物)clayn. 粘士pointn. main idea or purpose 要点;意义，目的pathwayn. pathrarea. unusually good; distinctive 稀有的;杰出的magicn. mysterious charm; strange influence or power; art of obtaining mysterious results by tricks 魔力;魔术大学英语精读第三册第3课Why I Teach3stay upnot go to bed until after the usual time 不睡觉，熬夜take notes 记笔记build onbase on; use as a base for further developmentkeep a diary记日记leave outfail to mention or include; omitsend offpost; dispatchwork at/ ongive one"s attention to doing or trying to docatch one"s breathrest and get back one"s normal breath, as after running; stop breathing for a moment from surprise, fear, shock, etc.。

课时：2课时教学目标：1. 理解并掌握课文中的生词、短语和语法点。

2. 培养学生的阅读理解能力，提高学生的阅读速度。

3. 通过课文讨论，培养学生运用英语进行交流的能力。

教学重点：1. 生词、短语和语法点的掌握。

2. 阅读理解能力的提高。

教学难点：1. 课文内容的深入理解。

2. 英语交流能力的培养。

教学过程：第一课时一、导入1. 复习上一课的生词和短语。

2. 引导学生谈论课文主题，激发学生的学习兴趣。

二、生词预习1. 学生自主预习课文中的生词和短语，查阅词典，理解其意思。

2. 教师抽查学生预习情况，帮助学生巩固生词和短语。

三、课文阅读1. 学生自主阅读课文，了解文章大意。

2. 教师引导学生分析课文结构，总结段落大意。

3. 学生分组讨论，交流阅读感受。

四、语法讲解1. 教师讲解课文中的语法点，如时态、语态、非谓语动词等。

2. 学生练习相关语法点，巩固所学知识。

五、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾本节课所学知识，提出疑问。

第二课时一、复习1. 复习上一节课的生词、短语和语法点。

2. 学生进行相关练习，巩固所学知识。

二、课文精读1. 学生自主阅读课文，深入理解文章内容。

2. 教师引导学生分析课文中的难句、长句，帮助学生提高阅读能力。

三、课文讨论1. 教师提出问题，引导学生进行课文讨论。

2. 学生分组讨论，发表自己的观点，提高英语交流能力。

四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾本节课所学知识，提出疑问。

五、课后作业1. 复习课文中的生词、短语和语法点。

2. 完成课后练习，巩固所学知识。

教学反思：1. 关注学生的学习需求，调整教学策略，提高教学效果。

2. 注重培养学生的阅读理解能力和英语交流能力。

3. 关注学生的个体差异，因材施教，使每个学生都能在课堂上得到提高。

Unit3WhPITeachPeterG.Beidler EverPteacherprobablPaskshimselftimeandagain:Whatarethereasonsforchoo singteachingasacareer?DotherewardsteachingoutweighthetrPingcomments? Answeringthesequestionsisnotasimpletask.Let'sseewhattheauthorsaPs.WhPdoPouteach?MPfriendaskedthequestionwhenItoldhimthatIdidn'twa nttobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwant whatwasobviouslPa"stepup"towardwhatallAmericansaretaughttowantwhenth ePgrowup:monePandpower.CertainlPIdon'tteachbecauseteachingiseasPforme.Teachingisthemostdiffi cultofthevariouswaPsIhaveattemptedtoearnmPliving:mechanic,carpenter,writ er.Forme,teachingisared-ePe,sweatP-palm,sinking-stomachprofession.Red-eP e,becauseIneverfeelreadPtoteachnomatterhowlateIstaPuppreparing.SweatP-p alm,becauseI'malwaPsnervousbeforeIentertheclassroom,surethatIwillbefound outforthefoolthatIam.Sinking-stomach,becauseIleavetheclassroomanhourlate rconvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeelc ompelledtoshare.SometimesIamamazedthatmPstudentsactuallPtakenotesonw hatIsaPinclass!WhP,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,JulP,andAugustof feranopportunitPforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialisthe same,Ichange——and,moreimportant,mPstudentschange.IteachbecauseIlikethefreedomtomakemPownmistakes,tolearnmPownless ons,tostimulatemPselfandmPstudents.Asateacher,I'mmPownboss.IfIwantmPf reshmentolearntowritebPcreatingtheirownteGtbook,whoistosaPIcan't?Suchco ursesmaPbehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer.The worldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfindgood questions.IteachbecauseIenjoPfindingwaPsofgettingmPselfandmPstudentsoutofthei vorPtowerandintotherealworld.Ioncetaughtacoursecalled"Self-RelianceinaTec hnologicalSocietP."MP15studentsreadEmerson,Thoreau,andHuGleP.ThePkep tdiaries.ThePwrotetermpapers.Butwealsosetupacorporation,borrowedmoneP,purchasedarun-downhous eandpracticedself-reliancebPrenovatingit.Attheendofthesemester,wewouldthe house,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegroup.Soteachinggivesmepace,andvarietP,andchallenge,andtheopportunitPtoke eponlearning.Ihaveleftout,however,themostimportantreasonswhPIteach.OneisVickP.MPfirstdoctoralstudent,VickPwasanenergeticstudentwholabo redatherdissertationonalittle-known14thcenturPpoet.Shewrotearticlesandsent themofftolearnedjournals.Shediditallherself,withanoccasionalnudgefromme.B utIwastherewhenshefinishedherdissertation,learnedthatherarticleswereaccept ed,gotajobandwonafellowshiptoHarvardworkingonabookdevelopingideasshe' dfirsthadasmPstudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitched toEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbPherclassmatesbecaus ethePwantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhenshec ameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheurbanp oorandwentontobecomeacivilrightslawPer.ThereisJacqui,acleaningwomanwhoknowsmorebPintuitionthanmostofusl earnbPanalPsis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontofm e.Beingateacherisbeingpresentatthecreation,whentheclaPbeginstobreathe.A"promotion"outofteachingwouldgivememonePandpower.ButIhavemone P.IgetpaidtodowhatIenjoP:reading,talkingwithpeople,andaskingquestionlike," Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,topoi ntoutapathwaP.Whatotherpowermatters?ButteachingofferssomethingbesidesmonePandpower:itofferslove.NotonlP theloveoflearningandofbooksandideas,butalsothelovethatateacherfeelsforthatr arestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhapsloveisthewr ongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasionall PfindmPselfcatchingmPbreathwiththem.我为何教书你为什么教书呢？当我告诉我的朋友我不想做任何行政职务时，他向我提出了这个问题。

一、课题大学英语精读3 Unit 3二、教学目标1. 掌握本单元的核心词汇和短语，提高词汇量。

2. 理解文章的主题和结构，提高阅读理解能力。

3. 学习并运用本单元的语法知识，提高语言表达能力。

4. 培养学生的批判性思维和独立思考能力。

三、教学重点与难点1. 教学重点：- 理解文章的主题和结构。

- 掌握本单元的核心词汇和短语。

- 学习并运用本单元的语法知识。

2. 教学难点：- 理解文章的深层含义。

- 正确运用语法知识进行写作。

四、课时安排2课时五、教学过程第一课时1. 导入新课- 简要介绍本单元的主题，激发学生的学习兴趣。

2. 预习新课- 学生快速阅读课文，了解文章大意。

3. 词汇教学- 教师讲解本单元的核心词汇和短语，并引导学生进行练习。

4. 阅读理解- 教师引导学生分析文章结构，理解文章主题。

- 学生回答问题，检验阅读理解效果。

5. 语法讲解- 教师讲解本单元的语法知识，并进行示例分析。

6. 练习巩固- 学生进行相关练习，巩固所学知识。

第二课时1. 复习巩固- 学生回顾上节课所学内容，教师进行提问。

2. 语法运用- 学生运用所学语法知识进行写作练习。

3. 课堂讨论- 教师引导学生就文章主题展开讨论，培养学生的批判性思维。

4. 总结归纳- 教师对本单元内容进行总结，强调重点和难点。

5. 作业布置- 布置相关作业，巩固所学知识。

六、教学评价1. 课堂表现：观察学生在课堂上的参与度、回答问题的情况。

2. 作业完成情况：检查学生作业的正确率和完成情况。

3. 考试成绩：通过考试检验学生对本单元知识的掌握程度。

七、教学反思本教案旨在通过多种教学手段，帮助学生掌握大学英语精读3 Unit 3的知识。

在教学过程中，教师应注重激发学生的学习兴趣，培养学生的阅读理解能力和语言表达能力。

同时，关注学生的个体差异，因材施教，提高教学质量。

Unit 3 Why I TeachPeter G. BeidlerEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love.Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为何教书你为什么教书呢？当我告诉我的朋友我不想做任何行政职务时，他向我提出了这个问题。

Unit Three Why I TeachI Teaching aim:To understand the author's point of view about money and power and lead the students into the teacher's inner world. To feel teacher's responsibility and serious attitude towards teachingII. Importance and Difficulties1.To have a deep understanding of why I Teach2. To know what good questions, bad questions and questions that need struggleto answer are3. To understand " grow and charge, begin to breathe"III. Introductory RemarksAll of you have been taught by teachers for more than ten years. How much do you know about teachers and teaching?First, Please answer the following questions1. Would you like to be a teacher after graduation? Why or why not?2. In your opinion what are the qualification of a good teacher?(A good teacher should be learned, responsible, strict, friendly, influential,active, appropriately dressed, have a pleasant voice, a good moral character,etc.)As our discussion just now shows, it is far from easy to be a good teacher that meets students’ needs, since a good teacher is expected to be as active as an actor, as strict as a father, as tender as a mother, as learned as a scholar. Most important of all, he has to be prepared for a simple life.In the world, there is such a group of people who reject the temptations of money and power, devote themselves to the development of education. Do you know what prompts them? After studying this text, you’ll find the answer.IV Analysis of the textA. Outline:1.The topic “why do I teach?” (P.1-2)The reason is not: teaching is easy for me; I have much knowledge to share with others2.Explanation of the topic (p.3-17)1)the pace of the academic calendar: offers an opportunity for improvement2)the variety: I change; my students change as well3)the freedom: to be my own boss4)the opportunity: to keep on learning; to teach students to play their role in thereal world; to share with the students their happiness and success5) I am being at the creation: to see my student grow and change and to help themgrow and change3.Conclusion of the article (p.18-21)1)teaching offers its own money and power2)it also offers love and the feeling of remaining young while teachingB.writing style:1.The author uses parallelism of paragraphs to emphasize the reasons he teaches. (Iteach because----I teach because---)2.The professor also uses metaphor to express why he likes teaching professionmore than others.Eg. 1) Being a teacher is being present at the creation, when the clay begins to breathe.2)----getting myself and my students out of the ivory tower-----V. Language points1.puzzle1)vtI was puzzled by the question.His face wore a puzzled expression.2)n.No one has yet succeeded in explaining the puzzle of how life began.It is a puzzle to me how he could come here.2.convince vt. to cause to believe or feel certain ~sb of sth; ~sb. that---Compulsion will never result in convincing them.He convinced me of his sincerity.3.reflection1) a deep and careful thoughtI have a few reflections to offer on what you said.2)an image reflected in a mirror or polished surfacewe looked at the reflection of the bridge in the water.3)the throwing back of heat, light, sound or an imageThe moon looks bright because of the reflection of light.4)sth. that shows the effects of, or is a sign of, a particular condition, etc.This novel is a faithful reflection of what he saw and heard.4.challenge1)n.(1)U sth. with the quality of demanding competitive action, interest, or thoughtThe job is too dull; I want one with more challenge.The government will have to meet the challenge of rising unemployment.(2)C an invitation to compete in fight, match, etc.The prince accepted his enemy’s challenge to a fight.Set phrases: send\give a challenge to sb. meet a challenge be faced with achallenge accept\respond to challenge2)vt.The difficulty challenges my mind to find an answer.I don’t like to study something unless it really challenges me.5.stay up1)not to go t o bed until after the usual timeWe stayed up to watch a film.2)not fall or sinkIf you do fall out of the boat, your lifejacket will help you to stay up until we can fish you out3)remain in a position where it has been hung, mounted, etc.If Jane’s temperature stays up all day, call the doctor.6.find oneself -----When he awake, he found himself in jail.Then I found myself surrounded by half a dozen boysYour remarks were so unexpected that I found myself at a loss for words Concluding remarksNow we can answer the questions we put forward before we began to study the text. What prompts those who reject the temptation of money and power to devote themselves to teaching? It’s the spiritual and intelligent enjoyment of the creation of human beings. Do you respect such professionals?HomeworkWrite a compo sition entitled “ The Ideal Job I Pursue” of about 100 words.1.shift1)vt. Change in position or directionWe have shifted the stress of our work to economic construction.Don’t try to shift the responsibility onto me.2)n. change or take turnsI work on the day\night shift at the factory.2.claim1)declareHe claimed he was innocent.He claimed to have done the work without help.2)ask or demandHe claimed compensation for the loss.You may claim it when you leave here3.be entitled toIf you fail this time, you are not entitled to try any more.I don’t know that he is entitled to special treatment because of his rank.entitle sb. to sth.His high score entitled him to a prize.His rank entitles him to special treatment from the court.entitle: give a name to---He entitled the book “My family”.The book is entitled “Russia Before Revolution”4. at a loss (to do sth..\for sth)The timid girl was at a loss what to say before the crowd.I certainly tried to explain his ideas, but I’m still at a loss to see his po ints.He was at a loss for words to express his disappointment.1.burst into1)enter suddenly; rush intoHe burst into the room, crying.The criminal burst into the house and grabbed me.2)start suddenlyThe girls burst into laughter when they saw that man.When he finished, the crowd burst into thunderous applause.2.hold back1)restrain oneself; checkShe couldn’t hold back her emotions.She holds back her tears with difficulty.2)conceal, keep secretDon’t hold anything back, you must tell me everything.I could tell from his nervousness that he was holding back something.3.in addition\in addition to1)in addition: as wellYou need money and time, and in addition, you need diligence.2)in addition to: as well as, besidesIn addition to the names on the list, there are six other applicants.In addition to teaching English, he teaches German and French.4.It is not long before + clause1)It was not long before + past tenseIt was not long before a helicopter arrived to rescue the survivors of the plane crash.It was not long before we realized our mistake.2)It won’t be long before + present tenseIt won’t be long before he arrives here.5.just that: only thatI’d like to go, just that I have to work.The book is likely to be useful, just that it’s rather expensive。