大学英语教材第二单元

新版大学英语教材目录第一单元：个人发展与学习1.1 课程简介1.2 学习环境与资源1.3 学习方法与技巧1.4 思维导图与概念框架1.5 信息获取与整理第二单元：语言与交际2.1 语言的组成与功用2.2 语言形式与用途2.3 语法知识与应用2.4 口语表达与听力训练2.5 书面表达与阅读理解第三单元：社交与人际关系3.1 社交场合中的礼仪与规范3.2 团队合作与沟通技巧3.3 人际关系管理与冲突解决3.4 职业素养与个人品质3.5 社会责任与公众参与第四单元：文化与全球视野4.1 文化差异与跨文化沟通4.2 国际交流与多元文化融合4.3 文化产业与艺术欣赏4.4 科技与社会发展4.5 环境保护与可持续发展第五单元：职业与职场5.1 职业规划与发展5.2 就业面试与求职技巧5.3 职场沟通与人际关系5.4 领导力与团队管理5.5 职业道德与职业素养第六单元：大学生活与社团活动6.1 大学生活的特点与规划6.2 学生社团与组织6.3 学术研究与科技创新6.4 志愿者服务与社会实践6.5 健康与心理调适第七单元：综合实践与实习7.1 实习申请与安排7.2 实践活动的准备与执行7.3 实习过程中的问题与应对7.4 实践经验总结与反思7.5 实践成果展示与分享第八单元：跨学科知识与终身学习8.1 跨学科思维与创新能力8.2 跨领域知识与学科融合8.3 终身学习与自我发展8.4 学科辅助工具与资源8.5 学习成果展示与评价第九单元：英语能力及测试9.1 英语听力理解与口语表达9.2 英语阅读理解与写作能力9.3 英语词汇与语法知识9.4 英语听力与口语测试技巧9.5 英语阅读与写作测试技巧第十单元：学术研究与论文写作10.1 学术研究的基本方法与过程10.2 学术论文的结构与写作技巧10.3 学术查找与文献综述10.4 学术规范与文责10.5 学术研究成果展示与交流以上是新版大学英语教材的目录，在这些单元中涵盖了个人发展与学习、语言与交际、社交与人际关系、文化与全球视野、职业与职场、大学生活与社团活动、综合实践与实习、跨学科知识与终身学习、英语能力及测试、学术研究与论文写作等方面的内容。

大学英语教材unit2Unit 2: College LifeIntroduction:The focus of this unit is college life, which plays a significant role in shaping students' academic and personal growth. This article will discuss various aspects of college life, including academic pursuits, social activities, personal development, and future career prospects.1. Academic Pursuits:In college, academic pursuits are at the forefront of students' lives. The curriculum is designed to provide students with a solid foundation in their chosen field of study. Professors present engaging lectures, encourage critical thinking, and assign homework and projects to enhance students' understanding and practical skills. Additionally, students are exposed to various learning resources such as textbooks, online databases, and libraries to foster independent research and study.2. Classroom Dynamics:The classroom dynamics in college differ from those in high school. Students are encouraged to actively participate in discussions, ask questions, and express their opinions. This interactive learning environment promotes student engagement and enhances their understanding of the subject matter. It also allows them to develop important communication and presentation skills.3. Social Activities:Apart from their academic commitments, college students engage in various social activities. These activities create opportunities for students to form friendships, develop social networks, and experience personal growth. Student clubs, cultural events, sports teams, and volunteer activities are popular choices for students to actively participate in their college community.4. Personal Development:College life offers a platform for personal growth and self-discovery. Students gain valuable life skills such as time management, organization, and responsibility as they juggle academics, extracurricular activities, and personal commitments. Living away from home and being independent also fosters self-reliance and decision-making abilities.5. Future Career Prospects:One of the primary goals of college education is to prepare students for their future careers. In addition to academic knowledge, college life offers various opportunities for students to develop professional skills. Internships, career fairs, and networking events provide avenues for students to gain practical experience and establish professional connections. Colleges also offer career counseling and guidance to help students explore different career paths and make informed decisions.Conclusion:College life is a transformative period that shapes students academically, socially, and personally. Through academic pursuits, engagement in social activities, personal growth, and future career prospects, students acquire thenecessary skills and experiences to succeed in their chosen fields. The holistic development offered by college life not only prepares students for their professional lives but also helps them become well-rounded individuals.。

全新大学英语教材第二单元课文教材封面
第二单元教材标题
课文一
课文内容，首先先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文二
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文三
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文四
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文五
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文六
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文七
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文八
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文九
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

课文十
课文内容，同样先描写故事场景和人物，接着引入故事情节，展开故事发展，揭示故事主题，最后总结故事。

总结
总结全新大学英语教材第二单元的内容，强调全篇文章的主题和意义。

致谢
感谢阅读者的耐心阅读，希望本单元的课文内容能够对您的学习有所帮助。

教材背面。

《新标准大学英语综合教程》第二单元课文参考译文Active Reading 1第一只牡蛎“来，尝尝这个，这个好吃，”我父亲一边说一边在我的鼻子前晃动着一只牡蛎。

我皱起眉头，说：“我不吃，我不喜欢吃这个。

”“胡说，你没尝过怎么知道不喜欢吃。

” 他跟我论理，“把它放进嘴里，品尝一下大西洋的味道。

”我觉得他说得对，可是有时候有些东西你只要看一眼就知道喜不喜欢。

坦率地说，我觉得牡蛎看起来挺恶心的。

这座饭店坐落在法国一个著名的海滨旅游胜地。

这时侍者不仅端上了一瓶放在冰篮子里的白葡萄酒，还端上一客份量极大的海鲜——螃蟹、对虾、大龙虾及各种贝类，都堆在一起。

我母亲正忙着购物，于是我父亲就决定带我——他十岁的儿子——去吃午饭。

他要让我体验生命里一个重要的事件，一件对我父亲来说与成年一样重要的事：我的第一只牡蛎。

世界上第一个吃牡蛎的男人到底是怎么想的呢？我说“男人”是因为女人肯定不会这么傻吧？“唷，我有点饿了，我们来瞧瞧这个石坑……嗯，我觉得它看起来挺好吃的！”好像不太可能。

父亲的话听起来更像是男生式的挑战。

“来，你尝尝这只牡蛎，我来尝尝这块油滋滋的咸肉三明治，让我们看看谁玩得更开心！”外面，天空灰蒙蒙的，海面上刮来一阵强风。

天气看起来和我的心情一样阴郁。

没有希望，只感觉饿，只担心失去纯真，因为我意识到这第一只牡蛎我今天得非吃不可了。

“我能吃炸鱼和薯条吗？”我满怀希望地问。

我突然觉得想家，想吃我最爱吃的饭菜。

“当然不行！他们这儿没有炸鱼和薯条，只有这地方最上等的海鲜，在这方圆几英里之内你找不到更好的海鲜了。

”他边回答边给自己又倒了一杯酒。

“好啦，别抱怨了，就给我尝一只牡蛎，然后你就可以吃些好吃的、顺口的东西，比如对虾加黄油面包，” 他提议说。

吃了这么长时间的饭，他的话里第一次有了妥协的意思。

但是，尽管清晰地感觉到了他的妥协——只有一个十岁的男孩才有这样的感觉，我仍然明白这妥协包含着吃掉那只牡蛎，那只放在我父亲的盘子边上的牡蛎。

大学英语教程（职业篇）第2单元1. 简介大学英语教程（职业篇）是一套专门为大学生设计的英语教材，旨在帮助学生提高职业英语能力。

第2单元是该教程中的一个重要部分，本文将对第2单元进行详细介绍。

2. 教学目标第2单元的教学目标是培养学生在职业场景中运用英语的能力，包括：•掌握职业场景中常用的英语词汇和短语；•理解并正确运用职业场景中的语法结构；•提高职业场景中的听力和口语表达能力；•培养学生解决职业问题的能力。

3. 教学内容第2单元的教学内容主要包括以下方面：3.1 新词汇和短语在第2单元中，学生将学习并掌握一些与职业相关的英语词汇和短语，例如：•career（职业）•interview（面试）•resume（简历）•promotion（晋升）•colleague（同事）•teamwork（团队合作）•deadline（截止日期）学生将通过课堂讨论、词汇练习和角色扮演等活动来巩固这些词汇。

3.2 语法结构第2单元的语法结构围绕着职业场景展开，学生将学习并掌握一些与职业相关的语法知识，例如：•虚拟语气的运用（用于推测和建议）•条件状语从句的使用（用于描述可能的情况）•定语从句的运用（用于修饰职位和人）学生将通过语法练习和句子构建等活动来巩固这些语法知识。

3.3 听力和口语训练第2单元将通过听力材料和口语训练来提高学生的听力和口语表达能力。

学生将听取与职业场景相关的对话和短文，然后回答问题或进行口头表达。

通过这些练习，学生将培养自己在真实职业环境中的应对能力。

3.4 情景模拟和角色扮演为了让学生更好地运用所学知识，第2单元将组织情景模拟和角色扮演活动。

学生将在教师的指导下，扮演不同的职业角色，模拟职业场景中的对话和交流。

这将锻炼学生的口语表达能力和团队合作能力。

4. 教学方法为了更好地实现教学目标，本单元将采用多种教学方法，包括：•课堂讲授：教师将向学生介绍并解释新的词汇和语法知识。

•课堂讨论：学生将在小组或整个班级一起进行讨论，分享自己的观点和经验。

The Power of Perseverance in the Face ofChallengesIn the journey of life, we are constantly faced with various challenges that test our resolve and perseverance. The second unit of the New Generation College English Integrated Course Book II highlights the significance of perseverance in overcoming these challenges and achieving success. Through a blend of personal anecdotes and insights from renowned figures, the unit encourages students to cultivate a persevering spirit that can help them navigate through tough times.One of the most striking examples in the unit is the story of Thomas Edison, the inventor of the light bulb. Edison's journey to inventing the light bulb was fraught with numerous failures. However, he never gave up,坚信 that success was just a matter of time. His perseverance and determination paid off in the end, as he succeeded in creating a product that revolutionized lighting and had a profound impact on society. Edison's story teaches us that setbacks and failures are merely temporary, and with enough perseverance, we can overcome any obstacle.Moreover, the unit emphasizes the importance of perseverance in building character and resilience. When we persevere through difficult situations, we become stronger and more resilient. This resilience helps us bounce back when faced with future challenges, making us more adaptable and versatile. The unit encourages students to embrace challenges and view them as opportunities for growth and development.Additionally, the unit highlights the role of perseverance in achieving academic success. Studying can often be a challenging and arduous task, but with perseverance, we can overcome the difficulties and achieve academic excellence. The unit encourages students to cultivate a habit of regular study and to persevere even when faced with challenging subjects or concepts. By persevering, students can master the skills and knowledge necessary for success in their academic careers.In conclusion, the second unit of the New Generation College English Integrated Course Book II serves as a powerful reminder of the importance of perseverance in overcoming challenges and achieving success. It encouragesstudents to embrace perseverance as a core value and to apply it in all aspects of their lives, whether it be in their academic pursuits, personal goals, or professional careers. By cultivating a persevering spirit, students can overcome any obstacle and achieve their dreams.**坚持不懈的力量**在人生的旅途中，我们不断地面临着各种挑战，这些挑战考验着我们的决心和毅力。

⼤学英语⼆（综合教程）第⼆单元⼤学体验英语⼆（综合教程）Unit 2Jobs and CareersListen and TalkLead inWhat kind of job are you looking for? The classified ads are a good place to begin a 1.____for employment. They are a great resource to learn about what companies look for in employees and 2.____a little information about the company as well. Applying and interviewing for a job requires skills worth developing. Being able to 3.____one’s strengths, effectively communicating with 4.____, having a desire to learn more about the 5.____, and displaying enthusiasm can sometimes make up for inexperience. As you look at the pictures, think about the different 6.____each profession or vocation requires. A construction worker, a waiter and a farmer may not need higher education for their pursuits, but it 7.____helps. Secretarial work requires less education than being a teacher or a doctor, but each job is important in society.While becoming a teacher requires a 8.____of four years study at a university, teaching entails constant learning. Understanding deeply the subject matter being taught and discovering the 9.____of students are just two areas of 10.____for teachers. Many studies continue to research how to effectively teach and how to teach students to effectively learn. In one way or another, we are all teachers.Key: 1. Search; 2. offer; 3. identify; 4. confidence; 5. employer;6. qualifications7. certainly;8. minimum;9. learning styles; 10. importance ; Passage A: Your Dream Job: A Click Away2.Answer the following questions with the information from the passage.1. What is JOB-TRAK?It is an Internet website that lists as many as 45 000 job opportunities.2.Does one need to have a lot of knowledge about the Internet before using it?Not necessarily so. According to Smith, the Internet was very easy to use. She found her job online with no training.3. Why did Gragg apply to teach English in Japan?Because she wanted a change in her life.4.What preparations did Mello make before she went for her interview?She searched the Internet for information about the financial performance of the company she was interested in, the salary she should ask for, and the possible living accommodations available to her there.5. Compare job-seeking on the Internet and job-seeking on newspapers or at job markets. What are the strengths and limitations of each?Answer: Open.3. Choose the best answer to each question based on the information you obtain from the passage.1. Which of the following best summarizes the main idea of the passage?A) The Internet can help one find an overseas job.B) The Internet can give one information about all companies.C) One can find a better job with the help of the Internet.D) There are many employment websites one can turn to for help.2. "To click one's way into a job" means __________.A) to find a job by searching the InternetB) to get a job by clicking a mouseC) to access the job websiteD) to know the way to do one's job3. It can be inferred that __________ .A) originally only job vacancies in high-tech fields were listed on the InternetB) most newspapers and publications don't have a section of classified listingsC) many companies are using the Internet as their management assistantsD) many people can get a job offer now without going through an interview4. Dozlic found a better job __________.A) while browsing a website for baseball tradesB) by casually checking out an online classified adC) because of his curiosity about the InternetD) because of the experience he obtained from other jobs5. Mello searched the Internet for all the following information except __________.A) job vacanciesB) a company's financial performanceC) the minimum salaryD) rental propertiesAnswer: 1.C, 2.A, 3.A, 4.A, 5.C4. Fill in the blanks with the words given below. Change the form where necessary.1. I'm absolutely sure that this dress is a cheaper ____ of the one we saw in that department store.2. The bookshelves were crowded with books and scientific ____ .3. If you want to open a file, ____ twice on the icon（图标）for it.4. To their disappointment, the thieves were ____ by the police at the moment they were enteringthe bank.5. During World War II, many ____ fled to the United States.6. They've updated(更新) a lot of _____ in the most recent edition of the dictionary.7. Despite _____ difficulties,they did not find the life in London unpleasant.8. After a lot of part-time jobs, John finally got a ____ position.9. In your report, you should give a _____ description of the whole incident.10. Companies publish ____ reports to inform the public about the previous year's activities Anwser: 1.version, 2.publications, 3.click, 4.spotted, 5.refugees,6.entries,7.financial,8.full-time,9.detailed, 10.annual5. Complete the following sentences with phrases or expressions from the passage.Change the form where necessary.1. At the age of 29, he ____ a commercial property business.2. While she was tidying up the living room, she ____ her old photograph album.3. My doctor ____ me ____ a specialist in heart disease.4. He hired private investigators to ____ his future business partner.5. She only _____ her son's marriage long after the event.Answer: 1.set up, 2.came across, 3.referred...to , 4.check out, 5.learnt of / learned of6. Choose an appropriate noun given in the following box to complete each of the sentences.1. She is now concentrating on a/an ___ as a fashion designer.2.When I went for my first ___ for this job I arrived extremely early.3.Police insisted that Michael did not follow the correct ____ in applying for a visa.4.We organized a/an ____ of recent book upon constant requests from the readers.5.The newspaper publishes a/an ____ of a leading sportsman every week.Answer: 1.career 2.interview 3.procedure 4.exhibit 5.profile7.Translate the following sentences into English.1. 警察们正忙着填写关于这场事故的各种表格。

I. 语言重点（Language Focus）1. 重点词汇与短语case, male, score, vocabulary, stage, act, block, repeat, language, physical, therefore, energy, independent, produce, factor, style, presentation, formula, logic, strength, paragraph, linguistic, quote, apply, visual, comprehension, instruction, relate, benefit, tend to, on average, find out, be caused by2. 技能要求(Skills Development)1) 听说（Listening and Speaking）能听懂和回答老师的有关本单元内容的提问。

2) 读译（Reading and Translating）要求学生能熟读对话与课文，背诵课文对话语句，增强学生的表达能力。

3) 写（Writing）鼓励学生用所学的单词、词组和句型来书写书信。

II. Language PointsDialogue1. I just dropped in to say goodbye,LiMing.drop in: 顺便走访, 不预先通知的拜访eg. Remember to drop in tonight. 记住今晚来。

Please drop in again. 请再次光临。

2. Now ZhangJie is leaving for California,USA. to study.leave for: 到.去, 出发前往eg. He has left for Washington.他已经去华盛顿了。

·12·大学实用英语①I asked for leave. 我请假了。

大学英语教材2第二单元Unit 2: Talking about Daily RoutinesI. IntroductionIn the second unit of the college English textbook 2, we will focus on talking about daily routines. This unit will help students expand their vocabulary related to daily activities, as well as develop their speaking and writing skills. By the end of this unit, students will be able to communicate proficiently about their daily routines and describe their typical day.II. VocabularyTo effectively communicate about daily routines, it is essential to have a strong vocabulary base. Here are some key vocabulary words related to daily activities:1. Wake up2. Brush teeth3. Take a shower4. Get dressed5. Have breakfast6. Attend classes7. Study8. Go to the library9. Have lunch10. Relax11. Exercise12. Cook dinner13. Watch TV14. Read15. Go to bedIII. GrammarIn this unit, we will also learn about the use of simple present tense to talk about habitual actions. The simple present tense is commonly used to describe routines, habits, and general truths. For example:1. I wake up at 6 am every day.2. She brushes her teeth twice a day.3. They attend classes from Monday to Friday.IV. Speaking PracticeTo enhance speaking skills, we will engage in various speaking activities, such as role plays and group discussions. Students will have the opportunity to practice asking and answering questions about daily routines. They will also learn to express their preferences and opinions regarding different activities.V. Writing PracticeIn the writing component of this unit, students will be asked to write a descriptive paragraph about their typical day. They will incorporate the vocabulary and grammar structures learned throughout the unit to create a well-organized and coherent piece of writing. Students will be encouraged to pay attention to proper sentence structure and to use appropriate transition words to connect their ideas.VI. Listening and Reading ComprehensionTo improve their listening and reading skills, students will listen to audio recordings and read texts related to daily routines. They will develop their ability to understand spoken and written English in different contexts, while also familiarizing themselves with the vocabulary and grammatical structures used in the unit.VII. Cultural AwarenessIn addition to language skills, this unit also aims to broaden students' cultural awareness. They will learn about daily routines in different countries and appreciate the diversity of lifestyles around the world. This cross-cultural understanding will enhance their global perspective and empathy towards others.VIII. ConclusionThe second unit of the college English textbook 2 provides students with the necessary tools and knowledge to discuss daily routines confidently. Through vocabulary expansion, grammar practice, speaking and writing activities, and exposure to various cultural aspects, students will further develop their English communication skills. By the end of this unit, studentswill have a solid foundation in talking about daily routines and will be better equipped to engage in conversations about their own lives and experiences.Note: This article is a sample and may not align exactly with the content of Unit 2 in the actual college English textbook 2. It is important to refer to the specific textbook for accurate information.。