Integrated Course 3 student's book --Unit 6

全新版大学英语综合教程（第二版）Integrated Course (2)Unit 1 Text A: Learning, Chinese-Style1. Sentence Patterns1) may well do…: be likely to do … (很可能做…)-He may well get frustrated and angry.2) be less likely (unlikely) to do … (不大可能做…)3) so much so that …: to such a extent that … (以至于…)-In the best Chinese tradition, they were “teaching by holding his hand” — so much so that he would happily come back for more.4) assuming that …: if…, suppose that… (假如…，假设…)-Assuming that the contrast I have developed is valid, can we strike a balance between the poles of creativity and basic skills?2. Chunks (Beautiful Expressions)1)旅馆工作人员hotel staff2)小学an elementary school (a primary school)3)在旅馆的大堂里in the lobby of a hotel4)由于他年幼because of his tender age5)完成一项任务accomplish a task6)关键在于…, 要点在于…the critical point is that…7)弥补某种错误行为make up for a misdeed8)一个人必须学会独立思考，学会自己解决问题。

Unit 2 Conspicuous ConsumptionI. Objectives:Students are required to be able to1. Have a thorough understanding of the next contextually and linguistically2. Expand their vocabulary about conspicuous consumption and know how to use the keywords and expressions in context properly3. Talk about the conspicuous consumption of luxury goods, how it has come into being andthe effects it might have on society4. Conduct group discussions centering on the “fuerdai”(the second generation of the richkids)5. Become familiar with expository writing, whose purpose is to convey information and explain ideasII. Importance and difficulties:1. Inverted word order:not; never; hardly; seldom; only; only before; only after; only when; only if; up the hill and down the valley;2. Analysis of some complex sentences;3. To learn to appreciate the reading skills demonstrated in the text.III. Teaching methods:1. Blackboard (with detailed explanations and analysis of the text);2. Multi-media (to display the lead-in and background information of the text);3. Discussion (to divide students to several groups to discuss what characteristics are needed fora person to be successful.)IV. Teaching-Steps:1. Opener (for one class)a. Read the culture notes about “keeping up with the Jones” on page 41 and listen to the song “Hot Country Singles”b. What is this song about?c. If your friends are using a smart phone of the most popular brand, will you feel the need to buy one, too?2. Reading & Interacting (for three classes)a. New words and phrases of Reading & Interacting;b. Give a brief introduction of the general idea of the story told in the text;c. Ask the students to read through the text and text and then divide the passage into several parts;d. Learn the text and give specific analysis and explanations;e. Do the exercises related to the text.3. Reading1, Reading 2 & Integrated Skills Practicing (for two classes)a. Ask the students to do the Reading 1 and Reading 2 before the class, and then check the answers in class, offering necessary guides;b. Ask the students to list some factors that drive conspicuous consumption in China. Studentsmay refer to the “Why We Do It” section in the text.V. Language Points:1. strive for：make great efforts to achieve or obtain (sth.) 努力，力求e.g. We strive for perfection but sometimes have to accept something less than perfect.2. be content with: be satisfied with, not wishing for more 对...满意，对...感到满足e.g. I’d be content with a modest income.3. keep up with: move or progress at the same rate跟上e.g. Wages are failing to keep up with inflation.4. derive from: have sth. as a starting-point, source or origin; come from 源自，源于e.g. Thousands of English words derive from experience.5. poke fun at: make fun of 嘲弄，开玩笑e.g. Many late night comedy shows pole fun at politicians.6. I’d love to say that need canished when the last episode of that comic strip ran, but alas, itseems to have only gotten worse. (para.2)I would like to say that need disappeared when the comic strip came to an end, but it seems that things have turned from bad to worse instead.7. vanish: vi. Pass out of sight , especially quickly; disappear 消失，突然不见e.g: We ran out after the thief, but he had vanished without a trace.8. episode: n. one of a series of scenes or stories constituting a literary work 片段，插曲e.g. It was an episode in his life that he’d like to forget.9. core: n. the central and most important part of sth. 核心e.g. A desire ofr justice is at the core of his arguments.10. come into being: 形成，产生e.g. A booking contract between a hotel and a guest may come into being in several different ways.11. open up: Cause to open 展开，打开e.g. The sales manager wants to open up new markets in the Far East.12. make a living：谋生e.g. She was struggling to make a living as a dancer.13. for that matter: as far as that is concerned就此而言，在这一问题上e.g. Do not talk like that to your mother, or to anyone else for that matter.14. uncertain: a. not completely certain; not known or definite 不确定的，不确知的e.g. She’s uncertain whether to go to New Zealand or not.15. perceive: vt. become aware of 感知到，意识到e.g.：New techonology is perceived by some people to be a threat to employment.16. out of date: no longer fashinable过时的，不再流行的e.g. That radio looks so out of date.17. vicious: a. acting or done with evil intentions 恶意的e.g. The police said that this was one of the most vicious attacks they’d ever seen on a helpless victim.18. cycle: n. a seres of events that are regularly repearted in the same order 循环e.g. The explosion in downtown Istanbul threw Turkey into another cycle of violence19. guilt: n. a feeling of having done sth. wrong or failed in an obligation 内疚，不安e.g. Her husband’s death left her with an overwhelming sense of guilt.20. most of all: to a greater degree than anyone or anything else尤其是e.g. What I want most of all is to spend more time with my little daughter.21. put it best/well/cleverly, etc.: express the best/a good/ clever way极好地，很好地e.g. The professor put it best when he said, “How you look tells the world how you feel.”22. cultural: a. of re relating to the ideas, customs, and socilal behavior of a society 文化的e.g. Australia has its own cultural identity, which is very different from that of Britain.23. meaningless: a. having no meaning or significance 无意义的e.g. Newton’s laws are meaningless equations until we know how to apply them.24. attribute sth. to sb./sth.：regard sth. as being caused by把…归因于e.g. He liked to attribute his success to a “lucky break”25. website: n. 网址e.g. If you have any problems, consult the FAQs on our website.26. advocate: vt. publicly recommend or support 提倡，拥护e.g. There is no point advocating improved public transport unless we can pay for it.27. ultimately: ad. in the end; finally 最后，最终e.g. Technological advances could ultimately lead to even more job losses.28. buy into: believe in, especially wholeheartedly or uncritically 接受，相信e.g. It’s disappointing to learn so many girls toady still buy into fantasy that men are naturally more ambitious.29. So it’s time to take some pressure off yourself and stop trying to keep up with the Joneses—or anyone else for that matter. (para.8)So it’s time to rid yourself of the pressure/ free yourself from the pressure and stop trying to keep up with the Joneses. Nor should you try to keep up with anyone else.30. look back on: think about (sth.) that happened in the past 回顾e.g. Most people look back on their school days with fondness.VI. Reference Books:Unit 2 of New Progressive College English Integrated Course 3 (Teacher’s Book)VII. Homework:Writing: study the graph on page 60 carefully and write an essay on the topic The Rapid Increase of Private Car Ownership in Urban China.。

Innovation English Integrated Course Book 1Unit OneAll on BoardObjectivesStudents will be able to:1.Grasp the main idea (that what can you do to adjust your dorm life when you start your first year in college.) and structure of the text (introduction of the topic by asking questions; development of the article by giving some suggestions; conclusion of the article by citing the ideas of experts);2.Appreciate how the author gives valuable tips to solve the problems he raised at the beginning;3.Acquire the key language points and grammatical structures in the text;4.Participate in a series of reading, listening, speaking and writing activities related to the theme of the unit.Suggested Teaching StepsLead-inText A➢Word Study➢Sentence Study➢StructureAfter-readingAdditional MaterialsLead-inDirections: Please translate the following proverbs into Chinese.1）Education has for its object the formation of character.(教育的目的在于品德的培养。

An Integrated English Course IIIUnit 1Text 1 Fresh StartKey to ExercisesText comprehension (P5-6)I. Decide which of the following is NOT part of the theme of the essay.D. This statement goes to extreme. Though the author stresses the notion that we should find our true selves and be true to them in college, she does not mean we should take no account of others in the pursuit of our true selves.II. Judge, according to the text, whether the following statements are true or false.1. T. Refer to Paragraph 6. Evelyn stepped in a puddle of ketchup by accident and her food tray tipped and she lost her balance.2. T. Refer to Paragraph 8. The word “strategically” in the phrase “from a machine strategically placed outside my room” suggests that many students had shared Evelyn’s terrible fortune and had to shun publicity by dining alone on the food served by the machine. So the food machine was strategically placed there to help those poor students out.3. T. Refer to Paragraph 9. Phrases like “made my way,”“tiptoed to a table” and “collapsed in relief”show the extreme care she took to avoid anther humiliating fall when she dined in the school cafeteria for the second time.4. F. The tone Evelyn adopts is light-hearted and humorous. She does not feel herself miserable when looking back at her humiliating experiences on the first days of college because she feels she has personally gained something from those mistakes and has learned to take everything more naturally.III. Answer the following questions.1. Refer to Pararaphs1 and2. She felt “first-gradish”on her arrival at the campus. The “first-gradish” feeling is a mixture of helplessness, disorientation, self-consciousness, and a lack of confidence.2. Refer to paragraph3. She chose to sit in the front row, a side seat because the freshmen manual suggested sitting near the front to show one was an intelligent and enthusiastic student. Since she was not confident enough to sit in the professor’s direct line of vision, she chose a side seat in the front row.3. Refer to paragraph 9. He did not take the accident seriously. On the contrary, he took it light-heartedly and just laughed it off. It shows that accidents like that are quite common on campus and one should learn to take them easy.4. Refer to paragraph 11. One of the major differences between college and high school lives is that in high school one strives for popularity and has to avoid at any cost making himself/herself a laughing stock among his/her peers. When a person is in college, he/she should be his/her own person and do his/her own thing and avoid taking others’ opinions too much to heart.5. A person, according to Evelyn, should take his/her college life for an experiment. He/she should not be afraid of making mistakes because it is only through trial and error that one shouldfind his/her real self and finding his/her real self is the ultimate purpose of college education. College allows one to make massive mistakes.IV. Explain in your own words the following sentences taken from the text.1. I planned to be observant and silent so that nobody would notice that I was only a new-comer to college.2. It didn’t matter whether or not you were widely accepted or admired. You did not have to behave to the liking of everybody else.3. So long as I could give up the attempt to be perfect in everything, I would well be able to do what I wanted in the way I was comfortable with.Structural analysis of the text (P6)Unlike an expository writing, which usually expresses the main idea in a thesis statement, in a narrative writing, the point is shown through dialogues, actions or events. The three incidents that are treated expansively in this essay are related to one another by their implicit messages—the mistakes the author made and her reaction toward the mistakes. It was in this process that the author achieved significant insight into herself.Rhetorical features of the text (P6)“I knew everyone would stare. Forget it. I settled into my chair and tried to assume the scientific pose of a biology major, bending slightly forward, tensing my arms in preparation for furious notetaking, and cursing under my breath”(Paragraph 5). “Keeping myself upright and getting out of the mess was not going to be easy, and this flailing of my feet was doing no good. Just as I decided to try another maneuver, my food tray tipped and I lost my balance” (Paragraph 6). The italicized parts in the selections offer vivid pictures of what she did or how she looked in some embarrassing situations.Vocabulary exercises (P6-8)I. Explain the underlined part in each sentence in your own words.1. I had just the feeling of a newcomer to college without the strength only an experienced student might possess2. my apparent confidence3. some food to appease my hunger4. going with the tide of the majority was no longer crucial to your success in college5. restraints6. foolish and glaring mistakesII. Fill in the blank in each sentence with a word taken from the box in the proper form.1. distress2. clutched3. pose4. sneaked5. preoccupation6. shacklesIII. Fill in the blank in each sentence with an appropriate phrasal verb or collocation taken from the text.1. live up to2. headed for3. seek out4. has broken out5. groped for6. trying … onIV. Fill in the blanks with the appropriate forms of the given words.1. assure2. discretion3. relaxation4. humiliate5. strategy6. embarrassmentV. Explain the underlined phrasal verbs in your own words.1. became popular2. respect3. keep on4. lead to5. understand6. foundGrammar exercises (P8-9)I. Note the use of the italicized parts in the following sentences.The –ing participle clause, what-clause, etc. can function as the subject.II. Making complete sentences by matching corresponding parts listed respectively in the following two columns.1. C2. D3. B4. F5. A6. EIII. Combine the two sentences in each group into one, using so that.1. I spent the afternoon seeking out each of my classrooms so that I could make a perfectly timed entrance before each lecture.2. He wore glasses and a false beard so that nobody would recognize him.3. The stranger spoke very slowly so that I could understand what he said.4. She locked the door so that she wouldn’t be disturbed.5. John whispered so that others couldn’t hear him.6. Please arrive early so that we can start the meeting on time.IV. Fill in the blanks using the following linking expressions.1. even if2. whereas/while3. even so4. while/whereas5. even though6. despiteV. Make sentences of your own after tile sentences given below, keeping the underlined parts in your sentences.1. We have to get the car fixed, no matter how much it costs.You can’t go in no matter who you are.2. He got up and refilled the teapot, then his cup, adding a touch of skimmed milk.The children ran out of the room, laughing and talking merrily.Translation exercises (P9-10)I. Translate the following sentences into English, using the words given in the brackets.1. It distressed me a great deal to hear the news that he had suffered repeated failures.2. He assumed an air of cheerfulness, even though he lost favor with his boss.3. Gulliver met with extraordinary adventures and saw a strange assortment of people.4. He will be furious with you if you repeat the same mistake.5. We were all greatly drawn by his frank views, humorous words and genial manner.6. After the thunderous applause died down, the Nobel Prize winner began his speech.II. Translate the following passage into Chinese.我上大学的最初几天是难以忘怀的。

天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材: 大学英语（全新版）第二册(综合教程) 主编: 李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日------2007年7月8日授课教师:姜炳生Lesson Plan of College English Book IICourse Description:Course Objectives: The objective of College English is to develop students‘ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China‘s social development and international exchanges.Textbook:College English (Integrated Course 2, Listening and Speaking course 2 New Edition)Course Duration: from March 5th of 2007 to July 8th, 2007Teaching Hours: 4 hours each week (two hours is subtracted every week to enhance listening and speaking in the Multimedia Lab.Subjects of Teaching: 2006Class Three, Department of PhysicsTopics:Week 1: Integrated Course 2: Unit one Ways of LearningWeek 2: Listening and Speaking course 2: Unit 1 Sports, Unit 2 WeatherWeek 3: Integrated Course 2: Unit two ValuesWeek 4: Listening and Speaking course 2: Unit 3 Food and drinks, Unit 4 Health Week 5: Integrated Course 2: Unit Three The Generation GapWeek 6: Listening and Speaking course 2: Unit 5 Music, Unit 6 BusinessWeek 7: Integrated Course 2: Unit Four The Virtual WorldWeek 8: Listening and Speaking course 2: Unit 7 Fashion, Unit 8 SocietyWeek 9: Integrated Course 2: Unit Five Overcoming ObstaclesWeek 10: Listening and Speaking course 2: Unit 9 Unusual Happenings,Unit 10 DisastersWeek 11: Integrated Course 2: Unit Six Women, Half the skyWeek 12: Listening and Speaking course 2: Unit 11 Famous People, Unit 12 Invention Week 13 Integrated Course 2: Unit Seven Learning about EnglishWeek 14: Listening and Speaking course 2: Unit 13 Human Virtues, Unit 14 BiodiversityWeek 15 Integrated Course 2: Unit Eight Protecting Our EnvironmentWeek 16: Text Reciting Listening and Speaking course 2: Unit 15 Environment, Unit 16 InternetWeek 17: Oral ExaminationWeek 18: RevisionTeaching Format:This course uses a variety of learning methods: Lectures, collaborative tasks, group discussions and presentations.Required work for the students:Students are required to1.write a short essay every week2.do translation exercise of each unit3.recite at least two paragraphs of each text4.read at least 5000 words of reading materials that suit their levels5.have conversational oral practice with their roommates or classmates every day6.get up at 6:30 Am and read English every dayAssessment:Autonomous Learning through Internet: 10%, Test of each Unit: 10%, Students Performance in class: 10%, Homework and Text Reciting: 10%, Oral Exam: 10%, Final Exam: 50%Course Instructor: Jiang BingshengUNIT 1 Ways of LearningTeaching Objectives: Students are required to1.grasp the main idea (that it would be ideal if we can strike a balance between theChinese and Western learning styles) and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast—conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as differentways to compare and contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the textTeaching Procedures:Activity 1:1. Teacher asks students some questions.Q1: Is Learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Q2: Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)Activity 2:Teacher goes through the text with the students, helps them with words, phrases, sentences etc.New words and expressions1. attach: fasten or join (one thing to another)attach sth.to sth; eg. to attach a photo to a letter, be attached to sb./sth.eg. Most guys are attached to her beauty. attach importance to sb. /sth.eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. You will find a copy of the document which is attached to this letter you asked for.2.not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn' t seem in the least concerned about her study.3.find one' s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around.4.phenomenon:(pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are natural phenomena.5.initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.e.g. The college student decided to assist the boy with his study.7.somewhat: to some degree, a littlee.g. It is reported that conditions in the village have improved somewhat since November.8.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖9. on occasion: now and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.e.g. We must await the results of field studies yet to come.9.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.10. on one’s own: a. without anyone‘s helpe.g. You needn‘t g ive me any help, I‘m able to manage on my own.e.g. I‘d rather not go to dance on my own. I do wish you‘d come with me.11. in due course: at the proper time; eventuallye.g. Your book will be published in due course.12. make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.13.view…as…:regard…as…14.in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.15. apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new pension arrangements won‘t apply to people born before 1960b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.16.work at/on: try hard to achieve or improve (sth.)；从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work:在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give priority to English and computer studies.17.evolve: (cause to) develop gradually (followed by into/from)e.g. The story evolves into a violent tragedy.Ss make sentences by means of ―evolve‖:通俗歌曲是由民歌演变而来。