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Answers To全新版大学英语综合教程第二版预备级·重排本UNIT ONEText A:Reading ComprehensionI. 5, 1, 7, 11, 2, 4, 6, 9, 8, 10, 3II. 1. a freshman2. to others that she was not3. make a timely entrance4. Freshman manuals5. American Literature6. she was in the right classroom7. had stepped on a piece of cheese8. no one had noticed9. decided to go back to the cafeteria to eat10. bad fate would only fall on her11. silly12. popularityIII. 1. F 2. F 3. T 4. F 5. T 6. T 7. F 8. T 9. T 10. F 11. TFrom Reading To Speaking （Left out）Vocabulary And Sentence PracticeI. 1. arise 2. advised 3. come to their feet /arise4. determines5.left6.show up7. made her way8. in no time 9. no matter how 10. went out toII. 1. a. pitiless b. pity c. pitifuld. pitifully2. a. safe b. safe c. safely d. safety3. a. sound b. sound c. sounds d. soundly4. a. popularity b. popularize c. popularly d. popularIII.1. A. 我只想能顺顺当当地找到自己的宿舍B. He wanted nothing more than to help her.2. A. 无论我自以为有多么成熟，我还是觉得有些像一年级新生似的。
Unit 2学生学习任务单学习目标学习与爱情主题有关的主要词汇与表达、重点信息与观点，能就爱情主题进行英语写作、翻译、阅读等相关拓展学习和训练。
一、个人任务1. 学习Text A重点词汇：识记下列重难点词汇并找出下列动词、名词、形容词在文中的位置并结合上下文考查其语境语义，每个动词要求造两个句子。
重点动词: race, capture, endure, spark, reminisce动词语块:have a collection ofagrees onmake or break one’s worldopened one’s life, heart and soul to another personlook throughcross paths with sb.get the best of sb.hold a special place in one’s heart.fall apartlast as long as possiblebring much pain to one’s soul.let go of the pastrun into sb.break one’s heartgrow throughlook back onlook forwardkeep in mind …sum up重点名词：sweetheart, heartache, soul mate, flame重点形容词:sweet, innocent，carefree，passionate, intense, keen, jealousy, greed, trivial, insignificant, materialistic, speechless, multidisciplinary2. 识记下列重点短语：找出下列短语在课文中的位置，联系上下文理解它们在文中的含义并译成汉语(For Section A)或英语(For Section B)。
新⽣代英语⾼级教程2+Unit+3教案课程名称新⽣代英语⾼级教程2课时班级专业教师系部教研室教材《新⽣代英语⾼级教程2》1教学计划教学单元Unit3“How much is the rent?”单元主题●Renting a house课时安排8教学内容●Show Time“How much is the rent?”●ReadingFor rent●Chat TimeI’ve just invested in a property.●WritingA post for rent●GrammarWould rather,had better●My StoryWhere I live教学⽬标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Explain to students that the focus of thisunit is on renting property and services.●Ask students to tell you what they knowabout renting a property,such as:Whatwould you need to do first,if you want torent a house?●Organize students into pairs.Give themseveral minutes to complete the task.●Check answers around the class.Focus onthe correct pronunciation of the newwords and expressions.2Vocabulary Builder A and BTo teach students newvocabulary related torenting a house ●Have students listen and repeat the words and the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is the agreement you sign whenyou rent a house?(lease)What do we calla person who owns a rental property?(landlord)What substance is burned forheating?(gas)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills ●Tell students they will hear a conversation in which a woman tells her friend abouther new place.●You may need to go over a few words inthe conversation,such as utilities,downtown and App.You can write thesewords on the blackboard and askquestions,such as:Which word means thecommercial part of the city?(downtown)Which word means useful householdthings such as water,gas and electricity?(utilities)Which word is a softwareprogram?(App)●Play the audio,twice if necessary.Pausethe audio so that students have time to fillin the blanks.DTo improve students’speaking and comprehension skills●Ask students to look at the picture andelicit what it is(a layout plan of anapartment).●Challenge students to see who can be thefirst to correctly label the plan.●Check answers around the class,focusingon the correct pronunciation of the targetlanguage.3Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to read through each statement and to decide if itis true or false.●For Exercise C,play the video again.Havefour students read out the conversation.You can also have students rewrite theconversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word.●Check the answers for Exercises B,C,andD.Students can exchange books andlisten as you go through the answers.Reading A,B and CTo improve students’readingcomprehensionExercise A●Get students to glance at the ads and tellyou what are for rent,referring to thepictures and titles.●Read the rubric and give students severalminutes to complete the task.Stress thatthey do not need to understand everysingle word in order to match thesentences to the ads.●Check answers around the class. Exercise B●Ask students to read the ads morethoroughly.Encourage students to refer toWORDS&EXPRESSIONS.●Read the rubric,stressing that studentsmust complete the sentences with amaximum of three words.●Allow students to check their answers with4a partner before conducting classfeedback.Exercise C●Get students to choose the best answer toeach question.●Check answers around the class.D,E and FTo review the useful words and expressions Exercise D ●Read the words in the boxes aloud,modeling correct pronunciation andgetting students to repeat after you.●Monitor as students complete thesentences,offering support wherenecessary.●Fast finishers can write their examplesentences using the words.●Check answers around the class. Exercise E●Read the rubric.Elicit the opposite of“danger”(safety)and do the first sentencetogether as an example.●Ask students to complete the rest of thetask alone.Be on hand to offer supportwhere needed.●Check answers around the class.Helpstudents remember the new language byasking questions,such as:Do youexercise regularly?What traditional fooddo you eat during the Spring Festival? Exercise F●Direct students’attention to the wordsearch.●Organize students into groups.Challengethem to see who can be the first tocomplete it.●As a possible extension task,get studentsto write sentences containing the wordsfrom this activity.Beyond the TextTo improve students’critically thinking abilityExercise A●Focus students’attention on the poster andnominate a student to read it aloud.●Check students’understanding by askingquestions,such as:Why might someonerent a laptop?(They can’t afford to buy5one.)When is the best time to rent alaptop?(Before the summer holiday,asthere is a discount.)●Read the rubric /doc/c3c52ead0b12a21614791711cc7931b764ce7b65.html anize students into pairs.Give them several minutes todecide on the product they want toadvertise,and then ask them to take notes.●Circulate as students design their posters.Encourage them to refer to the exampleposter.●Check the wording of students’posters.Ifthere is time,students should decoratetheir posters to make them as attractive aspossible.Display students’work on theclassroom wall.Exercise B●Read the rubric aloud.Elicit the meaning of the term“sharing economy”.(An economic system in which property and assets are shared or exchanged between individuals.)●Organize students into small groups.Ask them to discuss and to make a list of the pros and cons of sharing economy.●Monitor student’s discussions,prompting them where necessary and taking notes of any particularly interesting ideas.●Conduct class feedback.Generate as much discussion as possible and write any new language on the blackboard.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students that they will hear a conversation in whichtwo people discuss property investment. Introduce the key words for this conversation.●Tell students to listen carefully and to write down what they hear in the blanks.If necessary,pause the audio so that students have time to write.●Have students practice talking about housing using the questions in Exercise B.●Have students read through LANGUAGE 6Writing To improve students’writing skills andlearn to write a postExercise A●Tell students that they are going to learn how to write a post looking for a roommate.●Focus students’attention on Greg’s post. Read the post as a class.Ask questions to check students’understanding,such as: How many bedrooms does Greg’s apartment have?How much is the rent? What kind of roommate is he looking for?●Ask students to read Marco’s reply and get them to complete the three boxes.●Allow students to check their answers witha partner before conducting class feedback.Exercise B●Focus students’attention on the words and expressions in the boxes.Allow them to check the meanings of any unfamiliar ones.●Read the rubric aloud and ask students to complete the task.●Check answers around the class. NOTE,which teaches idioms related to eggs.Ask students if they know any other idioms related to food.Exercise C●Read the rubric.Focus students’attention on the pros and cons of buying and renting a property.Discuss these as a class,and allow students to ask questions about any unfamiliar language.●Ask two confident students to readEXAMPLE aloud.Get students toperform the role-play in pairs.Circulate, noting down examples of good language you hear,and also writing down any issues to address in the class feedback session.●Conduct class feedback.Nominate a pair to perform their role-play to the rest of the class.7Exercise C●Tell students to match the two halves to make sentences which would typically be found in posts seeking roommates.●Challenge students to see who can be the first to complete the task.●Read the sentences around the class.Ask students to rewrite the sentences so that they could be true for them and their apartments.Exercise D●Read the rubric aloud.Encourage students to refer to the previous exercises to help them write their posts.●Circulate as students write their posts, offering support where necessary.●Display students’posts on the wall.Get students to choose the one they find most attractive and to explain why they chose it.Grammar To teach students howto use would ratherand had betterExercise A●Start by explaining that we use wouldrather to express a preference.Write an example on the blackboard,such as:I would rather eat a hamburger than a hot dog.Tell students that we say the thingwe want to do first.Ask students to comeup with their example sentences.●Explain that we use had better to give strong advice to someone.Write an example on the blackboard,such as:You had better study for the test.Ask studentsto come up with their example sentences.●Once students seem comfortable with the grammar,have them complete the exercise and then switch books to correct their mistakes.Exercise B●Get students to remind you of the difference between would rather and had better.●Ask students to skim the conversation and look at the pictures.Ask questions to8check understanding,such as:Why does Freya not like her roommate?What do Freya and Tracy decide to do?What would you do in this situation?●Read the rubric and get students to complete the task.Allow students tocheck their answers with a partner. Nominate a couple of confident studentsto perform the conversation to the rest of the class.My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video in which real people talk about where they live.●Play the video and have students complete the true or false statements in Exercise A.In some cases,you may need to pause the video to help students.●Have students tell you the answers, correcting any mistakes.Play the video again and have students answer the questions in Exercise B,pausing the videoif necessary.Check students’answers, correcting any mistakes.Exercise C●Read the questions aloud.Give students several minutes to think about how they’ll answer each question and to take some notes.●Organize students into pairs to ask each other questions and to share their answers. Nominate a few students to report back on their partners’answers.课后学习设计作业◆Finish all the exercises in Unit3.◆Read the text in this unit again and try to summarise its content.◆Write a post for rent.课后总结与反思9补充教学资源Vocabulary Builder参考译⽂男：新房⼦怎么样？⼥：我感觉还不错。
Unit Two Psychology 1 / 10 Unit Two Psychology 1. What can you do? 1.1 Background information
Terms Definitions
psychology cognitive development emotion display
1.2 Word Expansion 1.2.1 Word family
n. v. adj. adv.
perception presumption incorporate assimilate universally
1.2.2 Derivative roots Derivatives clude psych
2. Let’s read Piaget’s Theory of Cognitive Development According to child psychologist Jean Piaget, the mind assimilates new information by first attempting to incorporate it into one’s existing view of the world. Sometimes, new information is incompatible with a person’s established world-view. When this happens, it is necessary to analyze and modify thinking patterns in order to integrate the new information. In his work Unit Two Psychology 2 / 10 with children, Piaget observed that they think differently as they grow. He therefore concluded that a person’s ability to process new information increases with maturation. Piaget believed that this cognitive development occurs universally among children and that it progresses through four stages. From birth until about the age of two, children experience the sensorimotor stage. The name of this stage derives from the fact that information is gained through sensory perceptions and motor activities. Actions like seeing, touching, or sucking enable children in the sensorimotor stage of development to explore their surroundings and learn about themselves. Their knowledge about their environment is gathered solely through physical interactions with it. Therefore, children’s understanding of the world at this stage is narrow. Nonetheless, children in the sensorimotor stage make many important discoveries. Particularly significant is the discovery that they are separate from their environment. They realize that their surroundings are not extensions of themselves. In addition, children in this stage become aware that objects continue to exist even when they are out of sight. The preoperational stage occurs next, when children are between two and seven years old. (A)■During this stage of cognitive development, children learn to use symbols to represent objects, and they become proficient in language. (B)■They also learn how to classify objects according to a single characteristic such as size or shape. (C)■Another characteristic of children at this stage of cognitive development is egocentric behavior. (D)■This is caused by their inability to understand any perspective but their own. As children acquire life experience, they become capable of reasoning in more sophisticated ways. Between the ages of seven and eleven, they enter the third stage of cognitive development, the concrete operational stage. At this stage, they begin to think more logically and can solve abstract problems. Along with these achievements comes a decrease in the egocentrism characteristic of the preoperational stage. In addition, children in this stage can classify objects according to several features. In the previous stage of development, they were only able to group objects together according to a single feature. The fourth stage of cognitive development is the formal operational stage. It begins when children are between eleven and fifteen and represents the ultimate stage of cognitive development. Adolescents in this stage of development are able to skillfully represent abstract concepts using symbols. Piaget pointed out, however, that some people never reach the formal operational stage. Those who do have the ability to reason hypothetically and deductively. Piaget’s theory of cognitive development has been very influential since the time of its proposal in 1969. However, not everyone is in agreement about exactly how children cognitively develop. Some psychologists wonder whether cognitive development can really be divided into four distinct stages. In spite of this, Piaget has had a significant impact on modern psychology and children’s education.
2.1 Exercises 1. The word integrate in the passage is closest in meaning to A. include B. edit C. repeat D. remember Unit Two Psychology 3 / 10 2. In paragraph 1, the author introduces Piaget’s theory of cognitive development by A. mentioning the work of psychologists who preceded Piaget B. describing Piaget’s belief about how the mind deals with new information C. giving an example of how children act in each stage of cognitive development D. indicating that children who are the same age think in different ways 3. The word solely in the passage is closest in meaning to A. exclusively B. frequently C. patiently D. easily 4. The word they in the passage refers to A. surroundings B. extensions C. children D. objects 5. Which of the following is a characteristic of children in the sensorimotor stage of development? A. They are able to use language to express their emotions. B. They do not have the ability to move themselves around. C. They realize they are separate from their surroundings. D. They have the ability to sort objects by shape. 6. The word proficient in the passage is closest in meaning to A. motivated B. competent C. remarkable D. understandable 7. Based on information in paragraph 3, what can be inferred about children in the preoperational stage? A. They can use tools to achieve their goals. B. They are likely to arrange objects from the smallest to the largest. C. They understand relationships between cause and effect. D. They probably personify objects around them. 8. According to the passage, which of the following is true about the preoperational stage? A. Logical thinking develops. B. Cooperativeness increases. C. Egocentric behaviors become evident. D. Mathematical skills develop. 9. According to paragraph 5, all of the following are true about the fourth stage EXCEPT A. people who reach it can reason hypothetically B. all 13-year-old children belong to this stage C. it represents cognition in its final form D. a child in this stage uses symbols related to abstract concepts
