Book2 Unit2-3

全新版大学英语单词详解Book2Unit3Unit 3 The Generation GapText A Father Knows Better1.(Title) know better: behave in a more sensible and acceptable way* He is old enough to know better.* 他很明事理，不至于以貌取人。

(=He knows better than to judge by appearances.)Pattern:know better than sb.know better than to do sth.2.(L.3) location: n. a place or position* This is a suitable location for a camp.* 目击者向警察指出事故的确切地点。

(=Witnesses showed the police the exact location of the accident.)3.(L.10) embarrass: vt. make (sb.) feel awkward or ashamed* It embarrassed him that he had to give a talk in front of a lot of people.* I don?t like making speeches in public. It?s so embarrassing.* I was really embarrassed when I couldn?t answer the teacher?s question.4.(L.16) dumb: adj.1)foolish* That was a dumb thing to do.* He was so dumb that he left his keys at home again.2)unable to speak* The terrible news struck us all dumb.* 他生来不能说话，但是他设法找到一个好工作。

新时代明德大学英语Book2-Unit31. IntroductionIn this document, we will discuss the contents and objectives of Unit 3 of the English textbook used by the students at New Era Mingde University. This unit focuses on various aspects of travel, including transportation, accommodation, and tourist attractions. Through engaging activities and exercises, students will develop their vocabulary, reading comprehension, listening skills, and speaking abilities related to travel. This unit aims to enhance both their linguistic competence and cultural awareness.2. Unit ObjectivesThe objectives of Unit 3 are as follows:•Develop the ability to describe different types of transportation.•Build vocabulary related to travel and tourism.•Improve reading comprehension skills through travel-related texts.•Enhance listening skills by practicing dialogues and conversations related to travel.•Develop speaking skills through interactive activities and role-plays.•Foster an understanding of different cultures and customs related to travel and tourism.3. Unit Structure3.1 Lesson 1: Modes of TransportationIn this lesson, students will learn about different modes of transportation such as trains, planes, buses, and cars. They will practice describing the advantages and disadvantages of each mode and discuss their preferences. The lesson includes listening exercises, comprehension questions, and speaking activities to reinforce understanding of transportation-related vocabulary.3.2 Lesson 2: Booking AccommodationThis lesson focuses on booking accommodation for travel. Students will learn useful phrases and vocabulary related to reserving hotel rooms or rental properties. They will practice role-plays and dialogues to simulate real-life situations. The lesson also includes reading materials about different types of accommodation and comprehension questions to assess reading skills.3.3 Lesson 3: Popular Tourist AttractionsIn this lesson, students will explore popular tourist attractions around the world. They will learn about famous landmarks, historical sites, and natural wonders. The lesson includes listening exercises to improve understanding of spoken descriptions of tourist attractions. Students will alsoengage in group discussions, sharing their travel experiences and preferences.3.4 Lesson 4: Planning a TripThe last lesson of the unit focuses on planning a trip. Students will learn how to create a travel itinerary, research destinations, and budget for a trip. They will practice speaking skills by presenting their travel plans in front of their classmates. The lesson also includes a reading passage about a travel blogger’s trip and comprehension questions to assess reading comprehension skills.4. ConclusionUnit 3 of the New Era Mingde University English textbook provides students with valuable knowledge and skills related to travel and tourism. Through engaging activities and exercises, students will enhance their linguistic abilities and gain cultural awareness. By the end of this unit, students should be able to discuss different modes of transportation, book accommodation for travel, describe popular tourist attractions, and plan a trip of their own. This comprehensive unit prepares students for real-life situations and equips them with the necessary language skills for future travel endeavors.。

大学英语精读Book2第二册第三版课后翻译答案Book2 Unit1 翻译1.她砰地关上门，一声不吭地走了，他们之间那场争执就此结束。

Their argument ended when she slammed the door and left without a word.2. 出席晚宴的客人对那个美国人威严的语气感到有点意外。

The guests at the dinner party were slightly surprised at the commanding tone of the American.3. 约翰尼已长大成熟，不再害怕独自呆在家里了。

Johnny has outgrown the fear of staying at home alone.4. 当全部乘客都向出口处(exit) 走去时，他却独自留在座位上，好像不愿意离开这架飞机似的。

While all the other passengers made for the exit, he alone remained in his seat as if unwilling to leave the plane.5. 这封信必须交给威尔逊博士本人。

The letter is to be handed to Dr. Wilson himself.6. 南希虽然很想参加辩论，但腼腆得不敢开口。

While she felt like joining in the argument, Nancy was too shy to open her mouth.7. 你觉得什么时候最有可能在家里找到他？What do you think is the likeliest time to find him at home?8. 猎人一看见有只狐狸从树丛中出现并向他设下(lay) 的陷阱(trap) 方向跑去，脸上顿时闪出了兴奋的表情。

The hunter’s face lit up with excitement as soon as he saw a fox emerge from among the bushes and run in the direction of / make for the trap he had laid.Book2 Unit2 翻译1) 会上有人建议任命一个十一人委员会来制定新章程。

新编大学英语视听说教程Book 2 Unit 2Part 1 Listening, understanding and speakingListening I1.1-5 FTFFT2. 1. skin 2. local hospital3. eat --- skin trouble4. waiting for ---- a big basket5. done all her/the shopping ---- her / a shopping listScript:Mrs. Black was having a lot of trouble with her skin, so she went to her doctor. However he could not find anything wrong with her. So he sent her to the local hospital for some tests. The hospital, of course, sent the results of the tests directly to Mrs. Black's doctor. The next morning, he telephoned her to give her a list of the things that he thought she should not eat, as any of them might be the cause of her skin trouble.Mrs. Black carefully wrote all the things down on a piece of paper, which she then left beside the telephone while she went out to a meeting.When she got back home two hours later, she found her husband waiting for her. He had a big basket full of packages beside him, and when he saw her, he said, "Hello, dear. I have done all your shopping for you.""Done all my shopping?" she asked in surprise. "But how did you know what I wanted?""Well, when I got home, I found your shopping list beside the telephone," answered her husband, "so I went down to the shops and bought everything you had written down."Of course, Mrs. Black had to tell him that he had bought all the things the doctor did not allow her to eat!Listening I I1 1. British English --- American English 2. sound, words and expressions, --grammar 3. confusing --- different --- understandable--- each2. British EnglishI don’t know.What do you say?jumpertrouserschipschemist’s shopring them upHave you got an extra pen?Script:American and British people both speak English, of course, but sometimes it does not seem like the same language. In fact, there are some important differences between British and American English.First of all, they sound very different. Often, Americans don't say all the letters in each word. For example, Americans may say "I dunno" instead of "I don't know", or they may say "Whaddya say?" instead of "What do you say?"Sound is not the only difference between British and American English. The two languages have different words and expressions for some things. For example, some words for clothing are different. Americans use the word "sweater", but the British say "jumper". Americans wear "vests" over their shirts, but British people wear "vests" under their shirts. Americans talk about "pants" or "slacks", but the British talk about "trousers". The British chips are American French fries. A British chemist is an American drugstore. In Britain, if you are going to telephone friends, you "ring them up". In America, you "give them a call".There are also some differences in grammar. For example, Americans almost always use the helping verb "do" with the verb "have". They might say, "Do you have an extra pen?" The British often ask the question a different way. They might say, "Have you got an extra pen?"These differences can be confusing when you are learning English. But when the same language is used in different places, it is understandable that it changes in each place.Listening III11-6 T F F F F T21) small 2) pie 3) pine 4) big 5) small 6) pint 7) half 8) German9) warm 10) brown 11) English 12) a packet of 13) in the evening14) fried potatoes 15) crispsScript:Nick: Hi, Dieter. OK?Dieter: Oh, hi, Nick. Yes, I'm fine, except that I had a big problem ordering my drink.I didn't think my English was so bad!Nick: Your English is very good! What kind of problem?Dieter: Well, look at this beer I've got here—this warm, brown, English beer—it wasn't what I wanted!Nick: Why, what did you ask for?Dieter: Well, I just asked for a small beer. Then the barman asked what type of beer and said lots of names that I didn't understand—and something about a pie or a pine. I didn't understand anything!Nick: Oh, no! He probably said a pint! In English you don't ask for a big or a small beer. You ask for either a pint or a half. A pint's the big one.Dieter: So this one I've got here is a half?Nick: Yes, that's a half of bitter. Bitter's the name for that type of beer.Dieter: Ah, that's what he said—bitter! Well, it's very different from the beer we drink in Germany, I must say.Nick: Yes, I know. They call the German type of beer lager. So you have to ask for a half of lager, or a pint of lager.Dieter: OK. I understand that now. My another problem was chips. I asked for a packet of chips, and the barman said something strange—that they don't have chips in the evening, only at lunchtime. What did he mean?Nick: Yes, they have fish and chips, but I think you meant crisps. In England, chips are fried potatoes, you know, French fries. The ones you buy in a packet are crisps. Dieter: Well, in the end I didn't get anything to eat. So you see, I did everything wrong!Listening IV11-5 F T T F T2Examples: 1. MEN 2. HIS 3. MAN-madeConsequences: 1. mental image --- females/women 2. females/ women --- males/ men 3. citizensScript:(Mr. and Mrs. Jones are having a conversation one evening while Mrs. Jones happens to be looking at some of the textbooks her daughter, who is in the fifth grade, is using.)Mrs. Jones: Listen to what this book says. It really makes me angry! When talking about the settling of the western part of the U.S., it says, "MEN by the thousands headed west." Then on the very same page it says, "The average citizen in the United States is proud of HIS heritage."Mr. Jones: What's wrong with that? It's true. I don't understand why you are angry. Mrs. Jones: Why? Because women are left out!Mr. Jones: Everyone knows when the author says "men" or "his" in those sentences that the author means to include women.Mrs. Jones: I think you are wrong. When young people read these sentences, they simply do not form a mental image which includes females.Mr. Jones: Mm. Do you have other examples?Mrs. Jones: Yes I do! This book mentions "MAN-made improvements that have raised America's standard of living". A child will not think that females as well as males have made contributions when reading this.Mr. Jones: I still don't think it's very important.Mrs. Jones: Of course you don't! You're a man. But don't you want our daughter and other little girls to have the idea that they can be important citizens in their country, just as other women have been in the past?Mr. Jones: Well, I guess you're right. I hope not all textbooks are like that.Part 2 Viewing, understanding and speaking11-6 T F F F F T21) or another 2) seeing each other 3) boating 4) half an hour 5) someoneelse 6) anymore 7) Of course I do. 8) two different places 9) stupid Script:(The telephone rings in Julia's home, and she picks up the phone.)Julia: Hello!Michael: Hello, this is Michael.Julia: Hi, Michael. How are you?Michael: I'm fine. I miss you a lot though.Julia: Me, too. Can we get together again before you leave?Michael: Yes, sure! That's why I called you.Julia: Where should we meet?Michael: Mm, how about in front of Wanghu Hotel? (Some people are talking loudly in Julia's home.) That's not far from your home.Julia: Which hotel? I didn't hear you clearly.Michael: Wanghu Hotel.Julia: OK! What time?Michael: Mm, how about 12:30, tomorrow afternoon?Julia: OK, see you then.Michael: OK. OK, see you then.(In front of Wanghu Hotel, Michael is waiting. But Julia is waiting in front of Huanhu Hotel.)Michael: (He Looks at his watch, talking to himself.) It's 1:35 now! What's wrong with her?Julia: (She Looks at everywhere, hoping to see Michael, then talking to herself.) He's always late!Michael: (He Looks at his watch again, talking to himself.) Maybe she doesn't want to see me again?Julia: (She Looks at her watch, talking to herself.) It's almost 1:45 now! Where is he? Can it be that he is waiting at Wanghu Hotel? (Julia quickly rushes to Wanghu Hotel. There she sees Michael, who stands there waiting anxiously.)(In front of Wanghu Hotel.)Michael: Hi, Julia. You are so late. How come?Julia: I'm late?! I'm not late! I was waiting somewhere else! Believe it or not, I was waiting in front of Huanhu Hotel!Michael: Oh, my goodness! I've been waiting here for one hour. How come you went to Huanhu Hotel? I told you to come to Wanghu Hotel.Julia: But it sounded like Huanhu Hotel to me! You should've pronounced it more clearly.Michael: I'm sorry, but...but it never occurred to me you would have confused the two.Julia: I wish I'd realized that sooner, so that I wouldn't have waited there for so long. You know what? When you called yesterday, my mom had a group of friends over. They were so noisy that I could hardly hear you.Michael: That's why. Then how did you figure out that it might be here—Wanghu Hotel?Julia: Did it ever occur to you that we might be waiting at two different hotels? Michael: I guess not. I thought you were delayed by traffic or something.Julia: No! You don't think. Whenever we meet, we always have one problem or another.Michael: But last Saturday was all right. We had no trouble whatsoever seeing each other.Julia: It's always me who is waiting for you.Michael: That's not true! Wasn't I waiting for you today? And do you still remember the day when we went boating? I waited for you for about half an hour!Julia: If you don't want to wait for me, then wait for someone else.Michael: Julia, it's not that. You know what I mean.Julia: You just don't love me anymore.Michael: Of course I do. That's why I'm here. If I didn't love you, I wouldn't have waited here for an hour.Julia: But you never say "I love you" any more.Michael: Do you think I have to repeat the same three words all the time? Actions speak louder than words.Julia: But if you don't say it, how do I know?Michael: Come on, Julia. Don't be childish. Are we speaking the same language? It seems to me you always get me wrong.Julia: Well, if...if I hadn't realized what had happened we would still be waiting at two different places right now!Michael: Are you saying I'm stupid? Then why did you fall in love with me, then? Julia: Because I am even more stupid than you are! (Both laugh.)Michael: Now, let's forget it. Why don't we go for a walk in the park?Julia: Sure! (They walk away hand in hand.)Part 3 Video Appreciation and Singing for Fun1.Tip 1: Use open-ended questionsTip 2: Active listeningTip 3: The cocoonTip 4: Engage with the other personTip 5: Don’t make assumptionsTip 6: Avoid antagonistic sentences2. 1) closed questions 2) kill the conversation 3) summarizing 4) concentrate on 5) visualize a “cocoon”6) turn around and face that individual7) a particular topic 8) projecting your own thoughts or feelings9) a form of attack 10) a lot less conflictsPart 4 Further Speaking and ListeningListening I1) closer 2) regular 3) down 4) sense 5) envelope 6) convenience 7) instant 8) longer 9) positive 10) 2,252 11) quality 12) decreased 13) similar 14) inside 15) agreed 16) differentListening II1) status 2) definite 3) doubts 4) interrupt 5) power structure 6) establish and test 7) knowledge 8) power 9) sharing approach 10) encourageScript:At an early age, little girls' conversation is less definite and expresses more doubts, while little boys use conversation to establish status with their listeners.These differences continue into adult life. In public conversations, men talk more and interrupt other speakers more. In private conversations, men and women speak in equal amounts, although they say things in a different style. For women, private talking is a way to establish and test intimacy. For men, private talking is a way to explore the power structure of a relationship.Teaching is one job which shows the differences between men's and women's ways of talking. When a man teaches a woman, he wants to show that he has more knowledge, and hence more power in conversation. He uses his language to show this. When a woman teaches another woman, however, she is more likely to take a sharing approach and to encourage her student to join in.But it doesn't suggest that women are naturally more helpful. Actually, women feel they achieve power by being able to help others.Listening III1-5 F T F F TScript:Walking down the street, a dog saw an ad in an office window. "Help wanted. Must type 70 words a minute. Must be computer literate. Must be bilingual. Anequal-opportunity employer."The dog applied for the position, but he was quickly refused. "I can't hire a dog for this job," the office manager said. But when the dog pointed to the line that read "An equal-opportunity employer", the office manager sighed and asked, "Can you type?" Silently, the dog walked over to a typewriter and typed a letter without a mistake. "Can you operate a computer?" the manager inquired. The dog then sat down at a computer, wrote a program and ran it perfectly."Look, I still can't hire a dog for this position," said the office manager. "You have fine skills, but I need someone who's bilingual. It says so right in the ad."The dog looked up at the manager and said, "Meow."Listening IV1 1-6 T F T F T T2 1) an American education 2) fluent English 3) misses 4) nice5) little things 6) walking the dog 7) weather 8) snowy9) sunshine 10) boots 11) umbrella 12) a big smileScript:Ramon Romero is a seventeen-year-old boy from Bolivia. He speaks Spanish and a little bit of English.Ramon lives in the United States now, in Little Rock, Arkansas, with the Hutchinsons. They are not his real family. His real family is back in Bolivia. They cannot come to America because they have jobs and duties in their country and aren't able to leave. However, they do want their son to have an American education and be fluent in English.He misses his family and wishes to see them. It seems that no one understands his true feelings. It is difficult to listen to English all the time and then to express his thoughts in English. His American family is very nice to him and helps him in every way. In return, Ramon does little things to help the family. For instance, he takes the dog for a walk every morning and every evening.When he comes back from the morning walk, he tells Mrs. Hutchinson about the weather. This tells her how to dress her four-year-old son. On Tuesday, Mrs. Hutchinson asks, "How is the weather today?"Ramon answers, "It rain.""No, Ramon, in English we say, 'It's raining.'"On Wednesday, it rains again."It's raining today," reports Ramon.On Thursday, it snows. On Friday, the sun finally shines. Ramon is very happy that he doesn't have to wear boots or carry an umbrella. He comes into the house with a big smile on his face."How's the weather today?" asks Mrs. Hutchinson."Oh, today I am very happy," replies Ramon. "There is no weather."。

Book 2 Unit 3Warming upHello, and welcome! Thank you for listening to this report, entitled "Pros and Cons of Mixed Marriages". Mixed marriages are becoming more common and many people have strong opinions about them. In this program, you'll listen to opinions on both sides of the issue. Overall, people seem to be in favor. One woman will tell you how happy she is to have married a foreigner. Some will say it is OK for others but it's not for them. However, nearly one third of the people you are going to hear on this program will say people from different cultures shouldn't get married, claiming that these individuals cannot be compatible.(Words: 109)3-2-1Short conversations1. M: Could you tell me about the pros and cons of mixed marriages?W: I can tell you the pros, for sure. After being married to a foreigner for 20 years, I've yet to discover any cons.Q: What can't the woman tell the man?2 W: The wedding is next week, but I still don't know if marrying a person of a different race is right.M: There are a lot of pros and cons of mixed marriages, but overall they're good.Q: How does the man feel about mixed marriages?3) M: The French have a lot of charm. I think you'll enjoy being married to one.W: Not everything about them is charmmg. And I'm going to have some trouble dealing with his culture.Q: What concern does the woman have about marrying a Frenchman?4. W: Has anyone criticized you for marrying someone of a different race?M: I expected people to. But they haven't so far. Besides, I don't care what people think. My wife and I hit it off A-OK.Q: What did the man expect?5) W: That's great you're getting married, but do you have a clue about your new wife's culture? M: Sure. Learning about her people's way of doing things was the first thing I did when I decided to marry her.Q: What did the man do first when he decided to get married?1. D2. A3. B4. C5. D6. A7. D8. B9. A 10. B ~6. W: I've heard that you canceled your wedding plans. What's the problem?M: Money is very important to people from her culture. She left me when she discovered I'm poor!Q: Why was the wedding canceled?7. M: I can't believe how good your Chinese language skills are! How did you improve so quickly?W: I married a Chinese man. We talk every day. He's helped me a lot.Q: What does the woman's husband help her with?8. W: I have a question for you. Would you ever marry a person from another culture?M: That's a tough one! If l do, it'll probably be to someone from a culture similar to mine.Q: What kind of woman would the man marry?9. W: Our marriage is falling apart. Didn't you know your family wouldn't approve of you marrying a foreigner?M: I never expected it to be a problem. It's not their marriage after all; it's ours.Q: What is the man's relationship to the woman?M: I've been thinking about getting married. Do you know what the divorce rate of mixed marriages is?W: What do you mean, mixed races or mixed religions? The rate for the first is 65 percent; the second, 70 percent.Q: What is the divorce rate of marriages between people of different races?Long ConversationW: Grandpa, Mom told me that you have been married twice. Is that true?M: Yes, I'm afraid so.W: That's a surprise. What happened to your first wife?M: Your grandma was my first wife.W: But...M: And your grandma is my second wife. You see, I met her while I was in Germany during the war. We knew we loved each other from the moment we met, so we got married right away. But we weren't ready for the resistance we received from her family. Her mother insisted that Americans and Germans weren't compatible. So she divorced me.W: Too bad. What happened then?M: Three years later, we met again in New York, quite by accident. I was working at the port and she was on a boat coming to the U.S. When we saw each other again after all that time, we decided to overlook her parents' advice. We got married again, and we've been happy ever since.(Words: 155)1.What did the girl hear from her mother?A2. How did the girl’s grandparents feel when they first met? B3. Why did the girl’s grandparents get divorced? D4 How did the girl’s grandparents meet again after their divorce ? D5. What did the girl’s grandparents decide to do after they met again? APassageMarriage can change people a great deal, and marriage to a person of a different culture can change a person even more. As someone who has married a foreigner, I know. I'm a Canadian who married a Chinese man. At first, I harbored some reservations. I wasn't sure how compatible we'd be. Somehow, however, w~ made it work. And I found myself 11 growing to become more like him. I started picking up Chinese characteristics and began speaking English with a Chinese accent! My brother joked, saying I was even beginning to look Chinese! My husband has changed a lot too, becoming more like Canadians in attitude.I suppose this is something of a compromise wherein we met each other in the middle. I suspect that we will continue to grow more alike as time goes by; that is exciting to me. A person, after all, should change during his or her life time.(Words: 152)1. According to'the speaker, which circumstances cause the greater change in people after they are married? B2.How did the woman feel when she first got married? D3. What joke did the woman's brother make about her? D4. How has the woman’s husband changed? A5. Why does the woman feel good about her recent changes? BUnderstanding a Movie Speech1. night2. definitely3. love4. wise5. My wife6. 267. died8. youngest9. goes by 10. gotten oldListening and SpeakingA couple in their nineties are having problems remembering things, so they decide to go to the doctor for a checkup.1) The doctor tells them that they're .physically OK, but they might want to start writing things down to help them remember things.2) Later that night while watching TV, the old man gets up from his chair. His wife asks, "Where are you going?" "To the kitchen," he replies.She asks, "Will you get me a bowl of ice cream?" The husband says, "Sure." She gently reminds him, "Don't you think you should write it down so you can remember it?"He replies, "No, I can remember that." She then says, "Well, I'd like some strawberries on top."3) "You'd better write it down 'cause I know you'll forget it,”He says, "I can remember that---you want a howl of ice cream with strawberries"She adds, "I'd also like whipped cream. Now I'm certain you'll forget that, so you'd better write it down.”4) Irritated, he says, "I don't need to write it down! I can remember that! Ice cream with strawberries and whipped cream!"Grumbling, he goes into the kitchen.5) After about 20 minutes the old man returns from the kitchen and hands his wife .a .plate of bacon and eggs. She stares at the plate for a moment and says, "Where's my toast?"(Words: 224)HomeworkTask 1M: Laura, I've thought long and hard and my mind is made up. I've got a date with Selina tomorrow and I'm going to pop the question.W: Congratulations, David! That's earth-shaking news! How are you going to go about it? You can’t just blurt it out over coffee.M: Well, that's the thing. I'm stumped. I could send her an email at work..W: Email? You don't have a romantic bone in your body. Use your imagination.M: Well, I'm no Don Juan. Should I get her some flowers?W: Yes, that'll be OK for starters. Why don't you take her to some exotic hideaway or propose on a secluded beach?M: I can't afford it, what with the ring and all..W: Oh, sorry, don't let it get you down. There's plenty you can do- ~M: Richard wrote his proposal to Anna on her ceiling.W: Now you're talking! Bake a cake and write the words with frosting.(Words: 150)1.Who is David going to date tomorrow? A2.What is the news Laura hears from David? B3. What is David’s problem, according to Laura? D4. What does Laura think about sending flowers? C5. What’s is Laura final suggestion ? DTask 2In recent years, there have been an unusually large number of divorces in the United States. In the past, when two people married each other, they intended to stay together for life. Today, many people marry believing that they can always get a divorce if the marriage doesn't work out. In the past, a majority of Americans frowned on the idea of divorce. Furthermore, many people believed that getting a divorce was a luxury that only the rich could afford. Indeed, getting a divorce was very expensive. However, since so many people have begun to take a more casual view of marriage, it is interesting to find out that the costs of getting a divorce are lower. In fact, in the United States today, it is not unusual to see newspaper ads providing information on how and where to get a cheap divorce. Hollywood has always been known as the divorce capital of the world. The divorce rate among the movie stars is so high that it's difficult to know who is married to whom. Today, many movie stars change husbands and wives as though they were changing clothes. Until marriage again becomes the serious and important part of people's lives that it used to be, we'll probably continue to see a high rate of divorce.(Words: 216)1. What did many Americans think of divorce in the past? B2. What is the attitude of many Americans to marriage today? D3. What makes divorce cheap? B4. Why is Hollywood known as the divorce capital of the world? C5. In the speaker's view, when will the high rate of divorce drop? ATask 31. they care about2. performed marriage3. wait longer to get married4. bring people together5. plan a blind date6. follow their cultural tradition7. meant for the other8. establishing a relationship9. improve their chances 10. meet someone over the Internet。

新视野⼤学英语读写教程（第三版）Book2Unit3课⽂讲解Section AJourney through the odyssey yearsBackground information1.generation groups in the westGeneration gaps，referring to difference between young people and theirelders，especially between children and their parents，have often been attributed to rapid cultural change，particularly musical tastes，fashion，culture and politics. Some special terms for different generations have thus been coined in English-speaking countries：Generation Jones：A term used to describe the generation born right after World War ｜｜ in 1945 through 1965.It's usually identified with “baby boomers”.Key characteristics assigned to these members are less optimism，distrust of government，and generally used to refer to people born in the 1960s.This generation marks the period of birth decline after the baby boom. The generation was pushed toward adulthood at an age earlier than any other recent generations. They are more ethnically diverse and better educated than the baby boomers.Generation Y：Also known as the Millennial Generation and many of them are children of baby boomers .Their birth years range from the early 1980s to the early 2000s.It's generally marked by an increase use and familiarity with communications，media，and digital technologies.Generation Z：Also known as the net or the internet Generation. In the US and other Western nations，it is a common name for the people born from the mid.1990s or early 2000s through to the present. This generation has spend their entire life with the World Wide Web and high tech gadgets.2.the odyssey yearsThe term odyssey years originated from The odyssey，a long poem by the Greek author Homer，which is a sequel of the Greek hero，Odysseus. It describes Odysseus's long journey，trying to return home from adventures and war. For English speakers，as many as for many cultures，the very name of poem，The Odyssey，has become a special term for an epic journey，or great struggle. The man character in the epic poem（史诗），Odysseus，was wandering away from home and loved ones. During his journey of 10 years，he encountered repeated troubles and challenges. The key insight in Odyssey is that the essentials of the journey are not only outward struggle against tremendous difficulties，but，more importantly，inward struggles leading to personal growth. His journey is the one of self-discovery and of combating his own arrogance and pride from his young rebel heart. Therefore, it makes sense to borrow The Odyssey from Greek mythology to describe the rebellious years young people usually go through. The term odyssey year is a metaphor of this special stage for young people.Detailed study of the text1Most of us know about the phases of life which we label to parallel different age groups and life stages childhood, adolescence, adulthood, and old age.(Para.1) Meaning: Most of us know about he different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age.phase:n.[C] one of the sages of a process of development or change 阶段；时期As time are changing, we?re entering a new phase in internationalrelation.随着时代的变化，我们正进⼊国际关系的新阶段。

新时代明德大学英语电子教案Book2-unit3新时代明德大学英语电子教案 Book 2 - Unit 3教学目标：1. 学习并掌握本单元的词汇和短语。

2. 学习并掌握本单元的语法项目：情态动词“should”和“must”。

3. 通过听、说、读、写的综合训练，提高学生的英语综合运用能力。

教学重点：1. 学习并掌握本单元的词汇和短语。

2. 学习并掌握情态动词“should”和“must”的用法。

教学难点：1. 情态动词“should”和“must”的用法的区别和灵活运用。

2. 学生在实际情境中运用所学知识进行交流和表达的能力。

教学准备：1. 教材：新时代明德大学英语 Book 22. 多媒体设备3. 教学课件和练习题4. 学生课本和练习册教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and ask them about their week.2. Review the vocabulary from the previous unit by asking students to spell and define the words.3. Introduce the topic of Unit 3: "Healthy Living" and ask students what they think it means.Step 2: Vocabulary (15 minutes)1. Present the new vocabulary words for this unit using flashcards or PowerPoint slides.2. Teach the pronunciation and meaning of each word.3. Have students practice saying the words aloud and provide examples of how to use them in sentences.4. Play a game of "Guess the Word" where students take turns describing a word without saying it and the other students have to guess what word they are describing.Step 3: Grammar (20 minutes)1. Introduce the grammar topic of this unit: modal verbs "should" and "must".2. Explain the differences between "should" and "must" and when to use each one.3. Provide examples and practice exercises for students to complete individually or in pairs.4. Have students create their own sentences using "should" and "must" to demonstrate their understanding of the grammar.Step 4: Listening and Speaking (15 minutes)1. Play an audio recording of a conversation about healthy living.2. Have students listen and answer comprehension questions about the conversation.3. Discuss the answers as a class and ask students to share their own opinions on the topic of healthy living.4. Divide the class into pairs or small groups and have them discuss and debate different aspects of healthy living using the target vocabulary and grammar.Step 5: Reading and Writing (20 minutes)1. Have students read a short passage about the benefits ofexercise and a healthy diet.2. Ask comprehension questions about the passage and discuss the answers as a class.3. Have students write a short paragraph about their own daily routine and how they incorporate healthy habits into their lives.4. Collect and review the paragraphs for accuracy and provide feedback to the students.Step 6: Review and Wrap-up (5 minutes)1. Review the key vocabulary and grammar points from the lesson.2. Ask students to reflect on what they have learned and how they can apply it to their own lives.3. Assign any homework or additional practice exercises for the students to complete.备注：本教案仅供参考，请根据实际教学情况进行适当调整和修改。