最新研究生新世纪综合英语unit2资料

Unit Two Man and WomanI.Teaching ObjectiveMaster the key Words and structures. Be able to explain the differences between man and woman with respect to the social position and the career ladder as well. Discuss whether the factors causing the differences are more biological生物学的than social. II.Key PointsVocabularyapparent avoid claim convince evidence influence reveal solve suggest statistics tend bring upcome up with find out go back (to)lead to point out take up think of ... asStructureas...as; be likely to do可能SkillsUsing comparison and contrast to find out the meanings of wordsBusiness card readingIII.Teaching Procedures (8 periods)Lead In Activity; Study of the Text; Study of Words and Phrases; Study of Read More; Study of Practical Reading; Study of Practical WritingIV. AssignmentDictation and sentence makingTeaching NotesI.Lead InTasks1. Ask the students to look at the pictures on Page 12 in the textbook and discuss in pairs if they had a choice, would they choose to be men or women, and then ask some pairs to report their findings to the class.2. Ask the students to find out both strong and weak points of man and woman in relation to the various social parts they play, and then report to the whole class.Read InIntroduction to background information1.Liberal arts大学文科提供关于一般文化、信息的学术学科，如语言、文学、历史、哲学、数学和科学：大学文科提供关于一般文化、信息的学术学科，如语言、文学、历史、哲学、数学和科学：Liberal arts refer to college or university subjects such as literature, history, and political science. They are different from prevocational or preprofessional studies, which more directly prepare a student for specific kinds of employment. Examples ofprevocational and preprofessional studies include programs in the health; sciences, engineering, architecture, and computer programming. Prevocational or preprofessional courses of study constitute an increasing majority of higher education programs worldwide. In the United States fewer than a third of all college students graduate with bachelor's degrees in liberal arts subjects. Nonetheless, liberal arts education still has passionate advocates. Defenders of the liberal arts claim that a broad-based non-specialized education prepares young people for the variety of experiences and occupations they can expect to pursue over the course of a lifetime.2. Some Successful Women in ScienceAlthough science and mathematics are usually regarded as 'masculine' subjects, many successful women in these fields proved that those subjects do not belong to men alone. For example, Marie Curie居里(①姓氏②Marie, 1867-1934, (1867 1934), a French physicist and Nobel Prize winner, working together with her husband, performed ground-breaking studies of radioactive elements放射性元素, including the discovery of two such elements, radium [化]镭and polonium [化] 钋.Their work contributed greatly to the understanding of atoms on which modern nuclear physics is based.One of the Curies' daughters, Joliot Curie (1897 1956) shared the 1935 Nobel Prize for chemistry with her husband for their work in the synthesis of radioactive subs tances.3.sex discrimination: American women have historically been victimized bydiscrimination in voting (which was not secured for women until a 1920 constitutiona amendment, employment, and other civil fights (for many years, for example,women were denied the fight to serve on juries. In the late 1960s women organized to demand legal equality with men. They organized into the National Organization for Women and other groups to press for equality in education, employment, and government. As a result of the 1964 Civil Rights Act, women made some gains against employment discrimination. During the 1970s, the effort was pressed not only against discriminatory practices but also against outmoded attitudes toward the role of women in society. In 1972 Congress passed the Equal Rights Amendment (ERA) to the Constitution and submitted it to the states for ratification. The ERA was designed to eliminate the last vestiges of legal discrimination against women. With only 35 of the required 38 states ratifying the amendment, however, the necessary approval was not secured by the 1982 deadline. Although this was a defeat for the feminist movement, working toward the ERA built a skilled leadership of female politicians and lobbyists. The goals of the ERA are being achieved through piecemeal legislations4.sex role: a set of behaviors characteristic of or expected of members of one sex orthe other. For centuries, the differences between men and women were socially defined and distorted through a lens of sexism. in which men assumed superiority over women and maintained it through domination. As the goal of equality betweenmen and women now grows closer, we are also losing our awareness of important differences. Men and women are equal but different. Men and women have a fight to equal opportunity and protection under the law. The fact that people are assured of these fights does not negate that men and women are at least as different psychologically as they are physically. The physical differences are rather obvious and most of these can be seen and easily measured. Weight, shape, size and anatomy are not political opinions but rather tangible and easily measured. The physical differences between men and women provide functional advantages and have survival value. The psychological differences between men and women are less obvious. They can be difficult to describe. Yet these differences can profoundly influence how we form and maintain relationships that range from work and friendships to marriage and parenting. Relationships between men and women are not impossible or necessarily difficult. Today's society has taught us and has imposed on us the expectation, that men and women should live together continuously, in communion, and in harmony harmony. The challenge facing men and women is to become aware of their identities, to accept their differences, and to live their lives fully and as skillfully as possible.II.Text Presentation and Language PointsGlobal ReadingParagraph 1:Question: What makes it difficult to understand what boys and girls show while choosing subjects?Besides genetic differences, there are many other important factors that may influence their choices.Paragraph 2:Question: What do the statistics and the report show?Although girls are equal to boys in mathematics, they have not been encouraged to do so. Paragraph 3:What’s the difference in nursery school?Only boys, not girls, are encouraged to work on their own and complete tasks. Paragraph 4:What does the further report reveal?The teachers seem to give more attention to boys than girls.Paragraph 5:Why do girls avoid mathematics courses?Girls avoid mathematics courses mainly for social reasons rather than being afraid of the difficulty.Paragraph 6:Why don’t the teenage girls like to take mathematics and science up?Because girls regard mathematics and science as “masculine” subjects, they are less likely to take them up.Main IdeasPara.1 The scientists have tried to explain the differences between men and women at science and maths.Para.2 Girls are equal to boys in mathematics. Girls only stop studying mathematics because of social attitudes.Para. 3 The differences during teenage years result from educational attitudes in childhood.Para. 4 The teachers seem to give more attention to boys than to girls.Para. 5 Both boys and girls tend to regard subjects like mathematics and science as difficult.Para. 6 Mathematics and science are mainly masculine subjects, so the teenage girls are less likely to take them up.Detailed ReadingLines 1-9Questions:What kind of explanation have scientists offered as to the difference between girls and boys?They have come up with biological explanations for the difference.What does the "general picture" refer to?The universal difference boys and girls show while choosing subjects.What makes it difficult to understand how boys and gifts choose their subjects? Besides genetic differences, there are many other important factors that may influence their choices.What does the scientist's remark suggest?It's highly questionable that biological reason causes the outcome that girls ore inferior to boys in science subjects.Language Points1.Who's Afraid of Maths Anyway .无论如何, 总之?anyway: at any rate, in any caseExamples:I know you don't like it, but I don't care, I'm buying it anyway."Anyway," said Bob, changing the subject, "please do it fight next time."2. Scientists have tried to come up with biological explanations for the difference between boys and girls.come up with赶上, 提出,提出,拿出: find or offer (an answer, a solution, etc.) Examples:He came up with a new idea for increasing sales.He couldn't come up with a reason for them to stay for another month.He came up with a good excuse for being late for the meeting.3. However, none were convincing enough to explain the general picture.c onvince: make someone believe that something is true or fight; persuade Examples:She failed to convince him of his mistake.He managed to convince the jury that he was telling the truth.convincing: persuasiveExamples:That's not a very convincing excuse for being late!John sounded very convincing.4. As one scientist points out...point out: indicateExamples:I would like to point out that you are thirty minutes late.The guide pointed out the house of a famous movie star as we passed by it.5.genetic a. of the genes 遗传的, 基因的Example: The scientist is investigating how genetic defects are passed on.6. There are slight genetic differences between the sexes at birth which may influence the subjects boys and girls choose.influence: have an effect onExamples:He was hardly influenced by the opinions that surrounded him.It's your choice, don't let anyone else influence you.7 .... or whether they've been brought up to think of these subjects as boys' 'territory'.1) bring sb. up: raise, rear or educate sb.Examples:Her parents died when she was a baby and she was brought up by her aunt.Mary brought up her son on her own.Joe was born in Chicago but brought up in New York.2) territory: the area of knowledgeExamples:Astronomy is an unfamiliar territory, and I cannot answer any questions about the stars.His scientific investigations cover a wide territory.Lines 5--9: "But the difficulty is that by the time children reach school age, there are so many other influences that it is almost impossible to tell whether girls are worse at science and maths, or whether they've been brought up to think of these subjects as boys' terrttory.ParaphaseBut the difficulty is that when children enter schools, there will be so many other factors influencing them that it will be very hard to tell if girls are worse at science and maths or they have been reared to consider these subjects to be boys' "fields of study".Lines 10-16Questions:What do statistics show about girls' mathematical competence?Girls' mathematical competence is just as good as that of boys'.What prevents girls from further study of math according to a recent report? Social attitudes should take the blame.What is still acceptable for women now according to one of the report's authors?It is still acceptable for women to show incapability in math today.1. Statistics show that in mathematics, at least, girls are equal to boys.1) statistics: a collection of numbers which represent facts or measurementsExamples:Statistics show that online transactions are on the rise.According to the statistics, women constitute nearly two-fifths of the work force.2) equal: of the same in size, number, value, etc.Examples:Women demand equal pay for equal work.Your achievement is equal to his.2 .... they have not been encouraged to do so.encourage: give someone the courage or confidence to do somethingExamples:Jane encouraged me to work hard in school.The children are encouraged to solve the problem on their own.Lines 12-14: "While it is socially unacceptable for people not to be able to read and write, it is still acceptable for women to say that they are 'hopeless' at maths." Paraphrase: Although in a modem society it is unthinkable that people are unable to read or write, it seems to be acceptable for women to claim that they are very bad at maths.Lines 17 ~ 24Questions:When does the difference become obvious?It is apparent during the teenage years.When does the difference begin to form?It begins to form as early as the nursery school days.What effect do the different social attitudes have in nursery school?Only boys, not girls, ore encouraged to work on their own and complete tasks.How does this encouragement benefit boys in their later life?They gradually learn to solve problems and find out answers for themselves.1. The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences.1) apparent: easily seen or understoodExamples:The cause of the accident was apparent to everyone.It's quite apparent that he would vote against the proposal.2) go back (to): have one's origins in (an earlier time)Examples:This festival goes back to Roman times.The history of horse racing goes back to the Olympic Games of about 600 BC.3) childhood: the time of being a childExamples:He has taken a great interest in music since childhood.I'll never forget the small town where I spent my childhood.2. This encouragement leads to a way of learning how to solve problems later on in life.1) lead to: result inExamples:Too much work and too little rest often leads to illness.I welcome any change that will lead to something better.2) later on: at a later timeExample:At first things went well, but later on we ran into trouble.3. Evidence shows that exceptional mathematicians and scientists did not have teachers ....1) evidence: words or things that prove somethingExamples:There wasn't enough evidence to prove him guilty of the crime.There is some evidence that people's purchasing power is rising.2) exceptional: unusually good, outstandingExamples:The exceptional tennis player won the championship.The girl has exceptional abilities as a pianist.Lines 24-26: "The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences."Paraphrase: The explanation for the difference, which is apparent during the teenage years, could be found in some of the early experiences of childhood.Lines 25-30Questions:What does the report on maths teaching reveal?It reveals that teachers pay more attention to boys than to girls.What's the difference in teachers' expectations for boys and girls?Teachers tend to expect higher marks of boys in science subjects.What do the teachers' different expectations lead to?They lead to boys' harder work, strong confidence and hence better performance in science subjects.1. A further report on maths teaching reveals that teachers seem to give more attention to boys...reveal展现, 显示, 揭示, 暴露: make known; showExamples:What he said revealed a top secret.A glance at the clock revealed that it was almost midnight.2. Most teachers who took part in the study claimed that they expect their male students...claim: state or declare something as a factExamples:Don't claim to know what you don't know.The job applicant claimed he had a college degree.The scientists claimed to have worked out a better solution to the problem.3. All of this tends to encourage boys to work harder in these subjects...tend to: be likely to do somethingExamples:Cigarette smokers tend to have higher death rates than nonsmokers.Plants tend to die in hot weather if you don't water them.Lines 31-34Questions:In what way do boys and girls appear to be the same?They both think moth and science ore difficult.Why do girls avoid mathematics courses?They ovoid such courses mainly for social reasons rather than being afraid of the difficulty.Why don't boys stop learning math?They are strongly encouraged and pushed by social attitudes to challenge the difficulty.1. Interestingly, both boys and girls tend to regard such "masculine" subjects like mathematics and science as difficult.regard...as: think of...asExamples:Mary regards her job as a way to pay her bills.Some people regard vegetable growing as a healthy leisure activity.Lines 31-32: "Interestingly, both boys and gins tend to regard such 'masculine' subjects like mathematics and science as difficult."Paraphrase:It is interesting that both boys and girls often look upon these boys' subjects like mathematics and science as difficult.Lines 35 ~ 39Questions:Why don't girls want to take up maths and science when they become teenagers? Because these subjects are supposed to be masculine.Why don't girls want to compete with and do better than boys?They don't want to appear' masculine and so less attractive.1 .... they are less likely to take them up.1) be likely to: tend to do somethingExamples:Speakers who focus exclusively on their notes are likely to lose their audiences.Are you likely to be in London this year?2) take up: begin to do or learnExamples:He has taken up photography as a hobby.He took up painting at the age of five.2. Neither do they want to do better than boys because they are afraid to appear less feminine and so, less attractive.attractive: pleasing; charmingExamples:He sounds very attractive on the phone.I find the idea of travel rather attractive.Lines 38 ~41: "Most teachers who took part in the study claimed that they expect their male students to do better at mathematics and science subjects than their female students."Paraphrase:Most teachers taking part in the study of the difference between boys and girls said that they expect their boy students to do better at mathematics and science subjects than their girl students.III. Summary Questions and Concluding Remarks1. What does the author mainly want to tell us in paragraph one?Although there are slight biological differences between girls and boys, there are many other factors critical in the explanation for the subjects boys and girls choose.2. What do researchers reveal as to girls' mathematical ability?They can do equally well as boys, though they are not encouraged to do so.3. Why didn't girls learn to solve problems on their own as boys did in nursery school?They were not asked to work on their own and complete tasks, while boys were greatly encouraged.4. What effect may teachers' attitude have on students' performance?It's quite obviously showed that more attention and higher expectations from the teachers may lead to harder work and hence better marks of the students.5. Who's afraid of maths according to the text?Both boys and girls are afraid of maths.6. Why, above all, do boys appear to do better than girls in science subjects in the author's opinion?Although both tend to think maths difficult, yet, boys are encouraged to do well in such science subjects as maths, which is supposed to be masculine territory, so as to prove their competence and competitive spirit. Girls, on the contrary, so as to be more attractive, avoid science subjects just because they don't want to make great efforts in masculine subjects and compete with boys.IV. Summary of the TextSince there are too many social influences on young learners like boys and girls, biological scientists have found it hard to determine the reason why some girls are worse at mathematics and science than boys. Nevertheless, recent reports have suggested that even from theft early nursery school days, girls are not encouraged to work independently, and in contrast, boys are encouraged in schools by their teachers' expectation that they do better than girl students. Another possible reason is that girls regard mathematics and science as difficult "masculine" subjects and avoid them, although both boys and girls think these subjects are difficult.V.Do the listening exercise on the PPTVI. DiscussionWhy do boys achieve more in science and mathematics?What influences are girls being held back for?Are there any differences between men and women at science and maths?Reference words and expressions:social, influences, young learner, biological, found, reason, worse, mathematics, science, recent reports, suggest, nursery, encourage, independently, contrast, expectation, evidence, show, exceptional, find out, take part in, claim, expect, male, subjects, female, tend, harder, confidence, convince, succeed, impossible, tell, whether, worse, brought up, think of, territory, regard as, difficult, masculine, avoid, although, think, statistics, show, at least, equal, suggest, stop, studying, attitude, mark, as good as, maintain, view, successfully, irrespective, sex, stage, schooling, particular, lower, middle, secondary school, level。

新世纪⼤学英语综合教程第⼆册讲义Unit2第⼀讲Unit 2 Learning a Language(Listen and Talk)(讲义)⼀、教学⽬的1. Know the definition of a language.2. Understand the importance of learning a foreign language.3. Master the ways of learning a foreign language.⼆、教学时数 2学时三、教学⽅法: Discussion四、教学重点：To talk and discuss about why should a foreign language.五、教学难点: Learn a suitable and effective way to learn a foreign language.六、教学内容（详细具体）Step I Lead-in:1) What is language?Language is a system of symbols designed for the purpose of human communication2) What is the function of language?Direction: Rearrange the words and phrases into a logical order.The tongue is not made of steel, yet it cuts. ⾆头不是钢，⼀动把⼈伤。

A good tongue is a good weapon.⼝齿伶俐，是件利器。

A foreign language is a weapon in the struggle of life.外语是⼈⽣⽃争的武器。

Step II Listen: Why should we learn English: Dialogue1: Listen to the dialogue once and answer the questions.1. How important is English in Yi Ling’s opinion?English gives her more access to knowledge and job opportunities.2. What type of career is Yi Ling thinking of?To be a businessman, an engineer, or a scientist.Direction: Listen to the dialogue again and check your understanding.ScriptJohn: Do you think English is very important to you, Yi Ling?Yi Ling: Definitely!John: In what way?Yi Ling: The biggest thing is that it gives me more access to knowledge. So many materials and resources are in English these days.John: Tell me more about it?Yi Ling: With English we can use more computer software, get more information onthe Internet, enjoy foreign movies and TV shows. You see, it makes a big difference. John: What about job opportunities? Can you get a better career if you are good at English here in China?Yi Ling: Definitely. And a better career means a better salary.John: What type of career are you thinking of?Yi Ling: I’m not sure yet. Maybe a businessman, maybe an engineer, or who knows? Maybe even a scientist.John: Wow, you have high aspiration（ambition）!Why should we learn English?Think of at least 3 reasons why we should learn English in groups.to learn about some western culture to use for business to talk to native speakers to serve in the Olympics to use in tourism to read English books and surf the internet to listen to English music and movies SummaryWith the development of globalization（全球化）, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper（繁荣）our country; therefore, to master a foreign language becomes a necessity （= It is necessary to master a foreign language）.Share your experience or effective ways of studying EnglishTips:+ keen interest+ confidence+ aggressiveness in study+ strong motive to communicate and express self-feeling+ participation in class-teaching+ trial and error procedure+ unique style of self-studyReferences:1. Cultivate learning interests and practice. (Tell me，I will know it；Teach me，I will understand it；Involve me，I will remember it.)2. Make you obtain certain language points and rejoice in your achievements.3. Have good learning strategies and develop your learning efficiency.StepV Homework: Preview Text B and recite the new words in Text B.Presentation: How to live a healthy life?Step III Listen: Peoples’ experiences of learning a foreign language.1) listen and find out various Language Learning Stylesa. You may be surprised to find that there are different ways of going aboutlearning languages, none of which is necessarily better than the others.b. Researchers have identified four basic learner “types”…c. It’s unusual for a person to be exclusively one “type” rather than another.d. Most of us are mixtures of styles.2) Focus on the four basic learner “types.” Match Column A, the learner types, with Column B, ways of learning languages.Communicative learners : Watching & listening to native speakers and having conversations.Analytical learners : Studying grammar and finding their own mistakes. Authority-oriented learners : Having teachers explain everything and writing everything down in the notebook.Concrete learners: Playing games, looking at pictures and talking in pairs, etc. ScriptAll right, class. Today we're going to be looking at different language learning styles. You may be surprised to find that there are different ways of going about learning languages, none of which is necessarily better than the others. Researchers have identified four basic learner "types" -- the communicative learner, the analytical learner, the authority-oriented learner and the concrete learner. Communicative learners like to learn by watching and listening to native speakers. At home, they 'like to learn by watching TV and videos. They like to learn new words by hearing them. In class, they like to learn by having conversations. Now, concrete learners like to learn by playing games, by looking at pictures and videos in class, by talking in pairs, and by listening to cassettes at home and school. Now, authority-oriented learners, on the other hand, like the teacher to explain everything. They like to write everything down in their notebook, and they like to have a textbook. They like to learn new words by seeing them. And finally, we have analytical learners. These learners like to learn by studying grammar. At home, they like to learn by studying English books, and they like to study by themselves. They like to find their own mistakes. Now, of course, it's unusual for a person to be exclusively one "type" rather than another. Most of us are mixtures of styles. What type of learner do you think you are?Step IV Discussion: What are the effective ways of learning a foreign language. Tips:+ keen interest+ confidence+ aggressiveness in study+ strong motive to communicate and express self-feeling+ participation in class-teaching+ trial and error procedure+ unique style of self-studyReferences:1. Cultivate learning interests and practice. (Tell me，I will know it；Teach me，I will understand it；Involve me，I will remember it.)2. Make you obtain certain language points and rejoice in your achievements.3. Have good learning strategies and develop your learning efficiency.Step V homeworkPreview Text A and recite the new words in Text A.Presentation: What are the appropriate ways for you to learn a foreign language?七、教学反思Will Chinese become a lingua franca in the near future?第⼆讲Unit 2 Learning a Language(Read: Text AA Language Teacher’s Personal Opinion)(讲义)⼀、教学⽬的1. Learn some words.2. Understand the difficult sentences.3. Learn to give suggestions of learning a foreign language.⼆、教学时数 2学时三、教学⽅法: Discussion四、教学重点：Learn the new words and expressions.五、教学难点: The difficult sentences of Text A.六、教学内容（详细具体）Step I. Revision: dictate the new words of Text A.Step II. Skim the text and choose the best heading for each paragraph.1) Text A has six paragraphs (1-6). Choose the most suitable heading for each paragraph from the list of headings below. List of headingsA. A good method that suits all students does not existB.The behaviorist approachC.Two false attitudes toward English learningD.The role of fellow studentsE.Advertisements often give the false impressionF.The role of interestKey:1-E 2-A 3-C 4-B 5-F 6-D2) Text organizationPart Ⅰ(para.1-2 )-----Discussion on the false impression that learning English is easyand does not need much effort.Part Ⅱ (para.3)-----The two extremes concerning the belief of language learning. Part Ⅲ(para.4) -----The uselessness of teaching method based on the behaviorist theory.Part Ⅳ (para.5-6)-----The useful way of learning a language.Step III. Scan the text and detect the detail information of the text.1) Part ITrue or False1. In order to catch the attention of potential learners, advertisements usually exaggerate the fast pace and great ease of learning English. T2. To be able to read the original works by great writers can be a motivation for people to learn the language of those great writers. T3. People don’t believe what advertisements say about language learning at all. F4. Each individual teacher may have his or her unique way of teaching a language. T Sentence rearrangement1. No doubt this is true to a certain extent, but it is not very helpful to students.2. But it is difficult for anyone to explain in simple language why one method is better than another, and it is no use pretending that anyone has discovered a perfect way of teaching English in every possible situation.3. It is natural for students to be attracted to methods that will teach them as quickly and efficiently and cheaply as possible.4. Some experts even argue that there are as many good methods of teaching a language as there are good teachers, because every teacher is an individual with his own personality.Key: 3-2-4-1Questions and answerQ 1 What do advertisements for English learning always claim?It is easy to learn English; it doesn’t take much time; it doesn’t take much effort.Q 2 Why do those advertisements also refer to famous writers like William Shakespeare or Charles Dickens?Both they were great writers and are considered ad great masters of the English language. The advertisers intend to use the two British writers to encourage students to join them in learning English so that they will be able to enjoy works by these great writers in the original.Q 3 What is the writer’s response to such advertisements?It’s impossible to learn English well in a short time; many people must believe these ads.SkimmingQ 4 Does the author feel satisfied with the fact that every teacher has his or her own way of teaching English?No. The author recognizes the fact but does not feel happy about it because he thinks simply pointing out the fact does not help students much.If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed.Q 5 What is the author’s profession?He must be an English teacher whose job is to train qualified English teachers.Q 6 What is meant by “every teacher is an individual with his own personality”?It means that different teachers have different personalities and, therefore, a teacher may have his or her own way of teaching English.Q 7 If you all feel that your teacher’s way of teaching is good and acceptable, does it mean that everyone in your class can learn English well enough?No. The reason is simple. Each student is an individual with his or her own personality. That is why the teach should attend to / satisfy / meet the individual needs of his or her students.No doubt this is true to a certain extent, but it is not very helpful to students.Q 8 What can we learn from the expression “This is true to a certain extent, but …”? We can see the author doesn’t totally agree with the previous stat ement.Q 9 Then, what, in the author’s opinion, is helpful to students?Students should have some good methods in learning English.2) Part IITrue or falseThe only way to learn a language well is to go and live in a country where it is spoken. FQuestions and answerQ 1 What are the two extremes concerning the beliefs of language learning?On one hand, some believe that the only way to learn a foreign language is to spend a great deal of time in the target country; on the other hand, some learners claim that they can master a foreign language just by self-study with only the help of dictionaries.Q 2 Could you give some examples to show that “it is wrong to assume that each word in English has a precise equivalent in another language and vice versa”?One example is that the English word “aunt”may refer to 姑母，姨母，舅母，婶母，伯母，etc. Another case in point is that in Chinese we have “mantou”(馒头）which has no precise equivalent in English, though we can paraphrase it as “steamed bread”.3) Part IIITrue or falseLearning a language is just like how a parrot imitates a human being. FQuestions and answerWhat would teachers who believe in behaviorist psychology encourage students to do in the language learning context? Behaviorists believe that language learning is a kind of habit formation and they assume that people learn things very much like parrots and chimpanzees. So teacherswho believe in behaviorist psychology would ask students to repeat phrases and do mechanical exercises by imitation.4) (Part IV)Questions and answerQ 1 What is the author’s opinion about learning a new language?The author believes that no one can learn a new language well enough unless he or she is interested in it. He also thinks that the way of learning to speak and write in another language is probably similar to the w ay of learning one’s mother tongue.Q 2 What does the writer emphasize towards the end of this essay?He emphasizes the importance of group work in learning a new language.Q 3 Why does the writer repeat the word “real” in the last sentence?He wants to em phasize the idea that language learning should be based on “real situations” in “real life” and the language we learn should be “real language”.5)Summary of the textDirection: Complete the following passage with words chosen from this unit. The initial letter of each is given. (Page 28) Step IV. Learn some new wordsGood Usage（Para. 1）according to these advertisementswith very little effort on the student’s parta reference to William Shakespeare or Charles DickensI don’t know whether to laugh or cryridiculous claimsor else(Para. 2)as quickly and efficiently and cheaply as possiblein simple languageit is no use pretendingin every possible situationthere are as many good methods of teaching a language as there are good teachersan individual with his own personalityno doubt (that)to a certain extent(Para. 3)have a great advantage over othersafford to dogo to the opposite extremeit is wrong to assume that .a precise equivalentvice versaprovide students with .let alone(Para. 4)is based onare fond of making students repeat phrasesif we were parrotsit is a pity(Para. 5)in my personal opinionunless he is interested in itrelate them to their own livesIt is worth remembering that languageis a means of communication.is very similar to(Para. 6)another relevant point worth mentioningwe need other people to talk to and listen to when …Key Words and Expressions for Text Apersonal a.[no comp.] concerning, belonging to, or for the use of a particular person; private [⽆⽐较级]个⼈的；私⼈的e.g. 1. Please do not take what I said too seriously; it was just my personal opinion.2. I don’t want to have a hand in his personal affairs.我不愿意过问他个⼈的事。

Unit 2 Text A Three Days to See看见东西的三天海伦·凯勒1 我们大家都读过一些令人激动的故事，这些故事里的主人公仅仅活在有限并且特定的时间内，有时长达一年，有时短到２４小时。

但我们总是有兴趣发现，那命中注定要死的是那些有选择自由的人，而不是那些活动范围被严格限定了的判了刑的犯人。

2 这样的故事让我们思考，在相似的情况下，我们该怎么办，作为终有一死的人，在那最终的几个小时内安排什么事件，什么经历，什么交往？在回顾往事时，我们该找到什么快乐？什么悔恨？3 有时我想到，过好每一天是个非常好的习惯，似乎我们明天就会死去。

这种态度鲜明地强调了生命的价值。

我们应该以优雅、精力充沛、善知乐趣的方式过好每一天。

而当岁月推移，在经常瞻观未来之时日、未来之年月中，这些又常常失去。

当然，也有人愿按伊壁鸠鲁的信条“吃、喝和欢乐”去生活。

（译注：伊壁鸠鲁是古希腊哲学家，他认为生活的主题目的是享乐，而最高的享受唯通过合理的生活，如自我控制才能得到。

因为生活享受的目的被过分强调，而达此目的之手段被忽视，所以伊壁鸠鲁的信徒现今变为追求享乐的人。

他们的信条是：“让我们吃喝，因为明天我们就死亡”），但绝大多数人还是被即将面临死亡的必然性所折磨。

4 但是，我们大多数人把生活认为是理所当然的。

我们知道，某一天我们一定会死，但通常我们把那天想象在遥远的将来。

当我们心宽体健时，死亡几乎是不可想象的，我们很少想到它。

时日在无穷的展望中延展着，于是我们干着琐碎的事情，几乎意识不到我们对生活的倦怠态度。

5 恐怕，同倦的懒散也成为利用我们所有的本能和感觉的特点。

只有聋子才珍惜听力，唯有瞎子才体会到能看见事物的种种幸福，这种结论特别适合于那些在成年阶段失去视力和听力的人们，而那些从没有遭受视觉或听觉损伤之苦的人却很少充分利用这些天赐的官能。

他们模模糊糊地眼观八方，耳听各音，毫无重点，不会鉴赏，还是那相同的老话，对我们所有的官能不知珍惜，直至失去它，对我们的健康意识不到，直至生病时。

Unit 2 The Virtues of Growing OlderSection One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions. 1. What’s wrong with the young boy?2. Can you imagine the life of growing younger?Answers to the Question:1. He is not like normal people. He is not growing older, but growing younger.2. Open.Video Script:Daisy: Do you remember me? I’m Daisy.Benjamin: I’m Benjamin.Daisy: It’s nice to meet you, Benjamin. Would you mind if I sit with you? I would love to hear you play.Benjamin: Do I know you?Voiceover: And every day, I would stop by to make sure that he was comfortable.Benjamin: No, I didn’t.Nurse: You just finished eating.Benjamin: Don’t think I don’t know what you’re doing! You’re all fucking liars!Nurse: He doesn’t believe he just had his breakfast.Daisy: Now, why don’t we see if we can’t find something else for you to do?Benjamin: I have a feeling there’s a lot of things I can’t remember.Daisy: Well, like what, sugar?Benjamin: It’s like there’s this whole life I had, and I can’t remember what it was.Daisy: It’s okay. It’s okay to forget things.Voiceover: Many times, he would simply forget who or where he was.Nurse: There he is. He’s up there on the roof.Voiceover: It wasn’t easy.Daisy: Benjamin!Benjamin: I can see everything! I can see the big river!Daisy: That’s right. You can see everything, sweetheart.Benjamin: I can see the graveyard where Mama’s buried, and all those other people.Daisy: I want you to come down!Benjamin: What if I could fly?Daisy: I knew a man who could fly. You come down, and I’ll tell you all about him.II. Cultural information1. QuoteNobody grows old merely by living a number of years. We grow old by deserting our ideals. Years may wrinkle the skin, but to give up enthusiasm wrinkles the soul.—Samuel Ullman2. Growing PainsGrowing Pains is an American television sitcom about an upper-middle class family with a working mother and a stay-at-home psychiatrist father raising three children together, which aired on ABC from 1985 to 1992. The show’s premise is based on the fictional Seaver family, who reside in Huntington, Long Island, New York. Dr. Jason Seaver (Alan Thicke), a psychiatrist, works from home because his wife, Maggie Malone (Joanna Kerns), has gone back to work as a reporter. Jason has to take care of the kids: troublemaker Mike (Kirk Cameron), honors student Carol (Tracey Gold), and rambunctious Ben (JeremyMiller). A fourth child, Chrissy Seaver, was born in 1988.Section Two Global ReadingI. Main ideaThis piece of writing is an attempt to subvert the “traditional” view and convince the reader that growing older is not necessarily that dreadful. The author points out a number of advantagesof growing older. These advantages are enumerated on the basis of the experiences of her brother and her own. By means of contrast (being young and being old) the author reveals true happiness and contentment in old age, which have often been overlooked.II. Structural analysis1. Divide the text into parts by completing the table.2. What techniques does the author adopt to present the advantages of growing older?The author illustrates them with examples and by contrast (being young and being old).Section Three Detailed ReadingText IThe Virtues of Growing OlderCarol Siskin1Our society worships youth. Advertisements convince us to buy Grecian Formula and Oil of Olay so we can hide the gray in our hair.1 Middle-aged folks work out in gyms and jog down the street, trying to delay the effects of aging.2Wouldn’t any person over thirty gladly sign with the devil just to be young again?2 Is n’t aging an experience to be dreaded? Perhaps it is un-American to say so, but I believe the answer is “No.” Being young is often pleasant, but being older has distinct advantages.3When young, you are apt to be obsessed with your appearance.3When my brother Dave and I were teens, we worked feverishly to perfect the bodies we had. Dave lifted weights, took megadoses of vitamins4, and drank a half-dozen milk shakes a day in order to turn his wiry adolescent frame into some muscular ideal. And as a teenager, I dieted constantly. No matter what I weighed, though, I was never satisfied with the way I looked. My legs were too heavy, my shoulders too broad, my waist too big. When Dave and I were young, we begged and pleaded for the “right” clothes. If our par ents didn’t get them for us, we felt our world would fall apart.5 How could we go to school wearing loose-fitting blazers when everyone else would be wearing smartly tailored leather jackets? We would be considered freaks. I often wonder how my parents, and parents in general, manage to tolerate their children during the adolescent years. Now, however, Dave and I are beyond such adolescent agonies. My rounded figure seems fine, and I don’t deny myself a slice of pecan pie if I feel in the mood. Dave still works out, but he has actually become fond of his tall, lanky frame. The two of us enjoy wearing fashionable clothes, but we are no longer slaves to style6. And women, I’m embarrassed to admit, even more than men, have always seemed to be at the mercy of fashion7. Now my clothes are attractive yet easy to wear. We no longer feel anxious about what others will think. As long as we feel good about how we look, we are happy.4Being older is preferable to being younger in another way. Obviously, I still have important choices to make about my life, but I have already made many of the critical decisions that confront those just starting out.8 I chose the man I wanted to marry. I decided to have children. I elected to return to college to complete my education. But when you are young, major decisions await you at every turn. “What college should I attend? What career should I pursue? Should I havechildren?” These are just a few of the issues facing young people. It’s no wonder that, despite their carefree façade, they are often confused, uncertain, and troubled by all the unknowns in their future.5But the greatest benefit of being forty is knowing who I am. The most unsettling aspect of youth is the uncertainty you feel about your values, goals, and dreams. Being young means wondering what is worth working for. Being young means feeling happy with yourself one day and wishing you were never born the next. It means trying on new selves by taking up with different crowds.9 It means resenting your parents and their way of life one minute and then feeling you will never be as good or as accomplished as they are. By way of contrast, forty is sanity. I have a surer self-identity now. I don’t laugh at jokes I don’t think funny. I can make a speech in front of a town meeting or complain in a store because I am no longer terrified that people will laugh at me; I am no longer anxious that everyone must like me. I no longer blame my parents for my every personality quirk or keep a running score of everything they did wrong raising me. Life has taught me that I, not they, am responsible for who I am. We are all human beings — neither saints nor devils.6Most Americans blindly accept the idea that newer is automatically better. But a human life contradicts this premise.There is a great deal of happiness to be found as we grow older. My own parents, now in their sixties, recently told me that they are happier now than they have ever been. They would not want to be my age. Did this surprise me? At first, yes.Then it gladdened me. Their contentment holds out great promise for me as I move into the next — perhaps even better—phase of my life.10Paragraphs 1-2Questions1. Why do people want to hide their gray hair and delay the effects of aging? (Para. 1)They worship youth and are afraid of growing older, so they try every means to look young.2. What does the writer mean when she says “it is un-American to say so” in Para. 2?(Para. 2)She means these questions seem contrary to the values commonly held by most Americans. And the American people would do anything possible to delay aging.3. Does the writer deny the virtues of being young? (Para. 2)No, she does not. The writer admits the virtues of being young, but what she really wants to talk about is the advantages of growing older, which will be discussed in the subsequent paragraphs. So the last sentence is both thematic and transitional. Words and Expressions1. aging n. the process of becoming olde.g. People want to figure out whether doing sports can influence aging in the body.Comparison:elderly a. a polite word meaning olde.g. The building has now been converted into a retirement home for the elderly.senior citizen a polite expression meaning old people2. dread vt. feel great fear or anxiety aboute.g. The little girl dreads sleeping alone.The staff in this company dread to think what will happen if the financial crisis comes.Derivation:dreadful a.Synonym:fear, frighten3. distinct a. noticeable, unmistakablee.g. The footprints are quite distinct; they must be fresh.Collocation:distinct from sth. different in kind; separatee.g.Mozart’s style is quite distinct from Haydn’s.Astronomy, as distinct from astrology, is an exact science.天文学是一门严谨的科学，与占星术完全不同。