《大学英语（二）》教学大纲一、课程基本信息
二、课程主要教学内容
New Horizon College EnglishⅡ
Unit 1 Time-Conscious Americans
（一）教学目的和基本要求：
1.To learn about cultural differences and learn how one person can adjust to
another culture;
2.To understand the listening and reading materials in this unit;
3. To master the communicative skills and reading skills in this unit
4.To have a good mastery of the expressions of likes and dislikes, making
suggestions; the Structure---a paragraph of a general statement supported by
specific details and reasons; and some of the key words, phrases and sentence
patterns.
（二）讲授内容：
1. Reading and Writing Section A: Time-Conscious Americans
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points: subject + -ing (or: -ed) verb, whereas,
get sth/sb. doing (sth.), given;
C.learn and use some language points and understand the formation of the
words: stand still, be committed to, result in, account for, precious
resource, want every minute to count, seek attention, the pace of life,
within the time allowed, small exchanges with a stranger, go with, in
relaxed surroundings, develop a sense of trust, work hard at the task of, at
hand, in person, to be due partly to, in one’s eyes, by the passage of time,
to get things moving;
D.understand and learn to use the structure ---- a paragraph of a general
statement supported by specific details and reasons.
2.Viewing, Listening & Speaking Activities: Roll over, Beethoven!
Ask students to
A.work in pairs, discuss the questions about music;
B.listen to the material, learn the expressions of likes and dislikes and
making suggestions and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of likes and dislikes and making suggestions;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3.Reading and Writing Section B: Culture Shock
A.Explain and help students to use the reading technique: reading for the
main ideas in paragraphs;
B.Applications of active expressions and discussion;
C.Ask students to talk about Passage A in groups and give an.oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,in g ―stand still, be committed to, result in, account for, precious resource,
want every minute to count, seek attention, the pace of life, within the time
allowed, small exchanges with a stranger, go with, in relaxed surroundings,
develop a sense of trust, work hard at the task of, at hand, in person, to be
due partly to, in one’s eyes, by the passage of time, to get things moving‖
correctly;
2.Expressing likes and dislikes, making suggestions;
3.Reading for the main ideas in paragraphs.
Unit 2 Learning the Olympic Standard for Love
（一）教学目的和基本要求：
1. To learn about the Olympic standards and how to describe a person and the
relevant stories.
2. To understand the listening and reading materials in this unit
3. To master the communicative skills and reading skills in this unit
4. To have a good mastery of the expressions of making comments, giving and
accepting invitations, how to write a paragraph of a problem-solution pattern, and some key words, phrases and sentence patterns
（二）讲授内容：
1. Reading and Writing Section A: Learning the Olympic Standard for Love
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points: combine groups of sentences into
one, using despite and nor.
C.learn and use some language points and understand the formation of the
words: by any means; have presence of mind to do sth. ; to take count of ;
set scene for…to; keep company with; to everyone’s disappointment;
on the matter of ; to set a standard for…; to come upon; to be indifferent
to ; to save one’s passion for … ; to keep rhythm with … ; to reflect on
D.understand and learn how to write a paragraph of a problem-solution
pattern
2.Viewing, Listening & Speaking Activities: What is on at the theatre?
Ask students to
A. work in pairs, discuss the questions about movies;
B.listen to the material, learn the expressions of making comments, giving
and accepting invitations and practice them in pairs;
C. listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of making comments, giving and accepting invitations;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3.Reading and Writing Section B: The Standard for Olympic Excellence
A.Explain and help students to use the reading technique: Find word
meanings through many different ways;
B.Applications of active expressions and discussion;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―by any means; have presence of mind to do sth. ; to take count of ; set
scene for…to; keep company with; to everyone’s disappointment; on the
matter of ; to set a standard for…; to come upon; to be indifferent to ; to save
one’s passion for … ; to keep rhythm with … ; to reflect on‖ correctly;
2.Expressing making comments, giving and accepting invitations
3.Reading technique: Finding Out Word meanings;
4.Writing a paragraph of a problem-solution pattern
Unit 3 Marriage Across the Nations
（一）教学目的和基本要求：
1.To learn about various aspects involved in mixed marriages
2.To understand the listening and reading materials in this unit
3.To master the communicative and reading skills in this unit
4.To have a good mastery of the expressions concerning comforting people,
expressing worries and conceding a point; the structure---denial of some opinions followed by some other opinions; and some of the key words, phrases and sentence patterns.
（二）讲授内容：
1. Reading and Writing Section A: Marriage Across the Nations
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points:even though, why the haste, never
too…to, etc.;
C.learn and use some language points and understand the formation of the
words:compromise, tolerance, realistic, ups and downs, work out, meet
with, all along, have nothing to do with, anticipate, brilliant, modest,
come up with, win over, from head to toe, hold one's breath, proceed to
do, hit it off, innocent, ingredient, etc.;
D.understand and learn to use the text structure—denial of some opinions
followed by some other opinions
2.Viewing, Listening & Speaking Activities: Every Jack has his Jill!
Ask students to
A. work in pairs, discuss the questions about marriages, weddings and dating;
B.listen to the material, learn the expressions of comforting people,
expressing worries and conceding a point and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of greeting and introducing;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3.Reading and Writing Section B: Rich Meeting His Future Mother-in-law
A.Explain and help students use the reading technique: recognizing
differences between facts and opinions;
B.Check translation exercises and explain some translating techniques;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―compromise, tolerance, ups and downs, work out, meet with, have
nothing to do with, anticipate, come up with, win over, proceed to do‖
correctly;
2.Expressing comforting people, expressing worries and conceding a point;
3.Recognizing differences between facts and opinions.
Unit 4 A Test of True love
（一）教学目的和基本要求：
1. Learn about the sayings and quotes on true love to know the meaning of
true love
2. Understand the listening and reading materials in this unit
3. Master the communicative skills and reading skills in this unit
4. Have a good mastery of the expressions of asking for clarification and
clarifying, a paragraph of a general statement supported by reasons, reading
for the key idea in a sentence and some of the key words, phrases and
sentence patterns
（二）讲授内容：
1. Reading and Writing Section A: A Test of True Love
Help students to
A.Understand the structure and main idea of the passage;
B. Learn and use some grammar points: using ―it‖as the formal
subject and ―as long as‖.
C. Learn and use some language points and understand the formation of
the words: without fail, focus one’s eyesight on, volunteer, identical,
departure, decline, forbid, right away, fancy, vanish, resist.
D. Understand and learn to write a paragraph of a general statement
supported by reasons
2. Viewing, Listening & Speaking Activities: Beware of ads!
Ask students to
A. work in pairs, discuss the questions about advertisements;
B.listen to the material, learn the expressions of asking for clarification and
clarifying and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of asking for clarification and clarifying;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3. Reading and Writing Section B: Love Under the Nazis
A.Explain and help students to use the reading technique: reading for
the key idea in a sentence;
B.Learn the new words and expressions and hold a class discussion
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―without fail, focus one’s eyesight on, volunteer, identical, departure,
decline, forbid, right away, fancy, vanish, resist‖ correctly;
2.Expressions of asking for clarification and clarifying;
3.Reading for the key idea in a sentence;
4.Writing a paragraph of a general statement supported by reasons.
Unit 5 Weeping for My Smoking Daughter
（一）教学目的和基本要求：
1.To learn about the communication skills prevailed in parent-child
relationships.;
2.To understand the listening and reading materials in this unit;
3.To master the communicative skills and reading skills in this unit;
4.To have a good mastery of the expressions of giving short response, praising
and making recommendations, the Structure-----a paragraph of cause and effect, and some of the key words, phrases and sentence patterns.
（二）讲授内容：
1. Reading and Writing Section A: Weeping for My Smoking Daughter
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points: so…that, pronoun which, it is
(was) …that (who), adverbial clause V+ing, ;
C.learn and use some language points and understand the formation of the
words:pick sth. / sb. up; manufacture; slim; weaken; swallow; bunch;
zone; spoil; assign; accommodation; submit;
D.understand and learn to use the Structure-----a paragraph of cause and
effect
2. Viewing, Listening & Speaking Activities: Does your best friend have four
legs?
Ask students to
A. work in pairs, discuss the questions about pets;
B.listen to the material, learn the expressions of giving short response,
praising and making recommendations and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of giving short response, praising and making
recommendations;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3.Reading and Writing Section B: Stop Spoiling Your Children
A.Explain and help students to use the reading technique: understanding
figurative language;
B.Applications of words and active expressions;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―so…that, pronoun which, it is (was) …that (who), adverbial clause
V+ing, coupled with, hook, not unusual, starve, weaken, poisonous, make, zone, spoil‖ correctly;
2.Expressing giving short response, praising and making recommendations;
3.Understanding figurative language
Unit 6 As His Name Is, So Is He!
（一）教学目的和基本要求：
1. To learn about how prejudice communicated through names, appearances,
shoes in order to help communicate successfully.
2. To understand the listening and reading materials in this unit
3. To master the communicative skills and reading skills in this unit
4. To have a good mastery of the expressions of asking for and giving opinions,
how to write a paragraph of comparison and some key words, phrases and sentence patterns
（二）讲授内容：
1. Reading and Writing Section A: As His Name Is, So Is He!
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points:inversion;,using the –ing participle
clause with conjunctions;
C.learn and use some language points and understand the formation of the
words: application, substitute, characteristic,.approval, fill out, for better
or worse, convey to, attach sth. to sth., turn down, come up to, be ill at
ease, free from, be guilty of, stick with sth., be inappropriate for, turn out,
up to sth., more or less, apart from, out of character, turn to sb
D.understand and learn how to write a paragraph of comparison
2. Viewing, Listening & Speaking Activities: What is in fashion?
Ask students to
A. work in pairs, discuss the questions about fashion and clothes;
B.listen to the material, learn the expressions of asking for and giving
opinions and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of asking for and giving opinions;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3Reading and Writing Section B: Judge by Appearances
A.Explain and help students to use the reading technique: Reading for the
Main Ideas in Paragraphs;
B.Applications of words and active expressions;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―application, substitute, characteristic,.approval, fill out, for better or
worse, convey to, attach sth. to sth., turn down, come up to, be ill at ease, free
from, be guilty of, stick with sth., be inappropriate for, turn out, up to sth.,
more or less, apart from, out of character, turn to sb‖correctly;
2.Expressing how to ask for and give opinions
3.Reading technique: Reading for the Main Ideas in Paragraphs;
4.Writing a paragraph of making comparison
Unit 7 Lighten Your Load and Save Your Life
（一）教学目的和基本要求：
1. To learn talking about negative feelings and stress people may meet;
2.To understand the listening and reading materials in this unit;
3.To master the communicative skills and reading skills in this unit;
4.To have a good mastery of the expressions of real and unreal conditions, the
cause and effect structure and some of the key words, phrases and sentence patterns;
（二）讲授内容：
1. Reading and Writing Section A: Lighten Your Load and Save Your Life
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some language points and understand the formation of the
words:overwhelm, be out of control, blow one's top, stir in one's won
juice, blow apart, on one's trail, dimension, constant, workaholics, hazard,
consumption, presumably, rationalize, indispensable, other than, to the
contrary, burn the midnight oil, at risk, rack up;
C.understand and learn to use the structure---- cause and effect;
2. Viewing, Listening & Speaking Activities: Does money talk?
Ask students to
A. work in pairs, discuss the questions about money;
B.listen to the material, learn the expressions of real and unreal conditions
and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of real and unreal conditions;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3Reading and Writing Section B: Are You a Workaholic?
A.Explain and help students to use the reading technique: finding out word
meaning through context;
B.Check translation exercises and explain some translating techniques;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class;
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―overwhelm, be out of control, blow one's top, stir in one's won juice,
blow apart, on one's trail, dimension, constant, workaholics, hazard,
consumption, presumably, rationalize, indispensable, other than, to the
contrary, burn the midnight oil, at risk, rack up‖ correctly;
2.Expressing real and unreal conditions;
3.Finding out word meaning through context.
Unit 8 There’s a Lot More to Life than a Job
（一）教学目的和基本要求：
1.Learn talking about students’choice of major and developing a more
complete and useful understanding of life.
2.Understand the listening and reading materials in this unit
3.Master the communicative skills and reading skills in this unit
4.Have a good mastery of the expressions of bringing up sensitive topics and
asking for details, distinguishing between facts and opinions and some of the
key words, phrases and sentence patterns.
（二）讲授内容：
1.Reading and Writing Section A: There’s a Lot More to Life than a Job
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points: emphasizing the italicized parts by
putting them at the beginning of the sentence and combining the
sentences using the conjunction ―while‖.
C.learn and use some language points and understand the formation of the
words: if only, according to, be well off, at a low, be fond of, be proud of,
arrive at, be meant to, read of, go on strike, in the long run, formal,
humanity, elementary, specialize, corporation, preferable, civilization,
incredible.
D. understand and learn to write a paragraph of facts and reasons
2. Viewing, Listening & Speaking Activities: Crime does pay!
Ask students to
A. work in pairs, discuss the questions about crime and violence;
B.listen to the material, learn the expressions of bringing up sensitive topics
and asking for details and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of bringing up sensitive topics and asking for details;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner..
3. Reading and Writing Section B: What Youngsters Expect in Life
A. Explain and help students to use the reading technique: distinguishing
between facts and opinions
B.Check translation exercises and explain some translating techniques;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―if only, according to, be well off, be proud of, arrive at, be meant to, in
the long run, specialize, confine, preferable, contribution, distinguish‖;
2.Expressions of bringing up sensitive topics and asking for details;
3.Reading techniques of distinguishing between facts and opinions
4.Writing a paragraph of facts and reasons
Unit 9 Stop Brain Drain
（一）教学目的和基本要求：
1.To learn about brain drain in the third world and different opinions on the
issue;
2.To understand the listening and reading materials in this unit;
3.To master the communicative skills and reading skills in this unit;
4.To have a good mastery of the expressions of elaborating and speaking
hypothetically, the Structure-----paragraphs of contrasts, and some of the key words, phrases and sentence patterns.
（二）讲授内容：
1. Reading and Writing Section A: Stop Brain Drain
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some grammar points: no t…but, non-finite or verbless
clause, were to…, ;
C.learn and use some language points and understand the formation of the
words:drain, give preferential treatment to, advanced, immigrants &
emigrants, commercial, leadership, skilled, prime, provision, reference,
post- & pre-, in the hope that, parallel, pledge, at the expense of, keep
pace with, in other words, legislation, crippled, in the meantime, shift,
gear, hold water, abandon, in favor of, reception, disintegrate, fall apart,
call for;
D.understand and learn to use the structure----- paragraphs contrasts.
2. Viewing, Listening & Speaking Activities: Are you safe today?
Ask students to
A. work in pairs, discuss the questions about driving and accidents;
B.listen to the material, learn the expressions of elaborating and speaking
hypothetically and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of elaborating and speaking hypothetically;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3. Reading and Writing Section B: Borderline Ridiculousness
A.Explain and help students to use the reading technique: reading for the
key idea in a sentence;
B.Check translation exercises and explain some translating techniques;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―no t…but, non-finite or verbless clause, were to…, drain, post- & pre-,
in the hope that, at the expense of, keep pace with, in other words, legislation, in the meantime, shift, gear, hold water, abandon, in favor of, fall apart, call
for‖ correctly, especially the prepositions;
2.Talking about bringing up sensitive topics and asking for details,;
3.Reading for the key idea in a sentence.
Unit 10 Reports on Britain Under the Bombs
（一）教学目的和基本要求：
1.To appreciate the human spirit revealed during World War Ⅱin this unit,
that the spirit of the people willing to triumph over very harsh conditions.
2.To understand the listening and reading materials in this unit;
3.To master the communicative skills and reading skills in this unit;
4.Have a good mastery of the expressions of fear and desperation, offering
sympathy and encouragement, the structure-----paragraphs of a general statement supported by specific details, and some of the key words, phrases and sentence patterns.
（二）讲授内容：
1. Reading and Writing Section A: Reports on Britain Under the Bombs
Help students to
A.understand the structure and main idea of the passage;
B.learn and use some language points and understand the formation of the
words: come over, tell of, under the waves of, a tone of sorrow for, cast a
shadow over/upon, be sure of ultimate triumph over, have sth. As a
barrier against, be at last convinced that…/of…, hammer the city with
bombs, in broad daylight, feel the effect of bombs, carry on the business
of life, take in, go/be on the air, keep sb. From doing sth., with/in an
attempt to do sth., watch for, put out;
C.understand and learn to use the structure: paragraphs of a general
statement supported by specific details.
2. Viewing, Listening & Speaking Activities: Want freedom from fear?
Ask students to
A. work in pairs, discuss the questions about fear on various conditions;
B.listen to the material, learn the expressions of fear and desperation,
offering sympathy and encouragement and practice them in pairs;
C.listen to the models of Speaking Out and finish filling the blanks;
D.create dialogs with a partner according to the instructions, using the
expressions of fear and desperation, offering sympathy and
encouragement;
E.listen to the materials of Let’s Talk and Further Listening and Speaking,
finish the basic practice and then retell the materials with a partner.
3. Reading and Writing Section B: Forty-Three Seconds over Hiroshima
A.Explain and help students to use the reading technique: understanding
figurative expressions;
B.Check translation exercises and explain some translating techniques;
C.Ask students to talk about Passage A in groups and give an oral
presentation in class.
（三）重点及难点：
https://www.doczj.com/doc/954159425.html,ing ―come over, tell of, under the waves of, a tone of sorrow for, cast a
shadow over/upon, be sure of ultimate triumph over, have sth. As a barrier against, be at last convinced that…/of…, hammer the city with bombs, in broad daylight, feel the effect of bombs, carry on the business of life, take in, go/be on the air, keep sb. From doing sth., with/in an attempt to do sth., watch for, put out‖ correctly;
https://www.doczj.com/doc/954159425.html,ing the expressions of fear and desperation, offering sympathy and
encouragement;
3.Understanding figurative expressions.
三、各章学时分配表及教学方式
四、教学参考资料：
1、参考书目：
[1]新视野大学英语读写教程（2）【第二版】，主编周国强，2008
[2]新视野大学英语读写教程（2）【第二版】教师用书，主编郑树棠，2008
[3]新视野大学英语视听说教程（2）主编郑树堂，2008
[4]新视野大学英语视听说教程（2），教师用书，主编郑树棠，2003
[5]新视野大学英语综合训练（2）【第二版】主编郑树棠，2008
[6]新视野大学英语网络课程
The shortest way t 新视野大学英语(第三版)视听说3 答案 Unit 1 Sharing Task 2 (1) daredevil (2) bungee jumping (3) cup of tea (4) feel good (5) achievement Task 3 c-d-e-b-a Task 4 1, 2, 4
The shortest way t Task 5 BCBCB Task 6 1.(1)started off(2) a huge business empire 2.(1)teacher(2)taught me so much about life 3.(1)imprisoned(2)survived (3)impressed(4)ability or the skills Listening Task 2 Activity 1 1, 2, 3, 4, 5, 6, 9, 10, 11
The shortest way t Viewing Task 2 Activity 1 3 Activity 2 e-g-c-b-f-a-d Activity 3 1. 90 minutes 2. true landmark 3.(1)10 times(2)focus 4. make this challenge 5. seven miles 6.(1)four months(2) outstanding achievement
The shortest way t Role-play Task 1 Activity 1 B Activity 3 1. Like I said 2. having said that 3. That's what I was saying Presenting Task 1 Activity 2 1, 2, 3, 6, 7, 9, 10, 11
U4 A Heroes among us 我们身边的英雄 Who's a hero these days?In an era of heightened heroism, the word hero has become more common.We use hero to describe both victims and survivors of all kinds of difficulties and tragedies.Who are the heroes among us? 谁是当今的英雄？在一个英雄主义发扬光大的时代，“英雄”一词已经变得更加常见。我们把各种困难和悲剧的受害者和幸存者都称为“英雄”。那么，我们身边哪些人是英雄呢？In the days subsequent to a mass shooting in Tucson, Arizona, many described20-year-old political associate Daniel Hernandez as a hero.During the horrible shooting, he courageously ran through the danger to save the life of one of the victims,his boss and friend,congresswoman Gabrielle Giffords. Daniel held her head up so she could breathe and applied pressure to her wounds.He spoke tender words of sympathy, telling her that he would find her
第一单元 Sharing: Task 1 (1) their social life (2) whether they go out a lot and what they did when they went out last night Sharing: Task 2 (1) busy (2) friends (3) university (4) social life Sharing: Task 3 Correct order: a, c, e, d, b, f Sharing: Task 4 Q 1 Key(s): danced Q 2 Key(s): (1) view of (2) fun Q 3 Key(s): drink Q 4 Key(s): (1) west (2) delicious meal Q 5 Key(s): (1) house (2) television/TV Listening: Task 2 Activity 1 Q 1 Key(s): 1962 Q 2 Key(s): fourth/4th Q 3 Key(s): 1990 Q 4 Key(s): 1996 Listening: Task 2 Activity 2 (1) teacher (2) cleaned houses (3) lost (4) visited (5) work
(6) his wife (7) in his own words Viewing: Task 2 Activity 1 Correct order: a, c, h, f, d, e, g, b Viewing: Task 2 Activity 2 (1) home (2) country (3) relatives (4) foreigner (5) speak (6) passed on (7) heat (8) sea (9) happiness Role-playing: Task 2 Activity 1 (1) It was great (2) He's a football player/He is a football player (3) It was really beautiful Role-playing: Task 2 Activity 2 Keys: 1, 3, 5, 7, 10 Presenting: Task 1 Activity 1 Q 1 a small town Q 2 1993 Q 3 2008 Q 4 2003 Q 5 7/seven Presenting: Task 1 Activity 2 Keys: 1, 4, 5, 7, 8, 9, 10
BOOK TWO Unit 5 丝绸之路（Silk Road）是我国古代一条连接中国和欧亚大陆（Eurasia）的交通线路，由于这条商路以丝绸贸易为主，故称"丝绸之路"。作为国际贸易的通道和文化交流的桥梁，丝绸之路有效地促进了东西方经济文化交流和发展，对世界文明进程有着深远影响。当前，在新的历史条件下，我国提出了"一带一路"（One Belt, One Road）（即"丝绸之路经济带"和"21世纪海上丝绸之路"）的战略构想。"一带一路"以合作共赢为核心，强调相关各国的互利共赢和共同发展。这一战略一经提出即受到沿线各国的积极响应。 The Silk Road is a traffic route in the ancient times connecting China and Eurasia. This trade route focuses on the trade of silk, hence the name "the Silk Road". As an international trade channel and a bridge of cultural exchanges, the Silk Road effectively improved the economic and cultural exchanges and development between the East and the West, exerting a profound impact on the progress of the world civilization. Nowadays, under the new historical circumstances, our country proposes the strategy of "One Belt, One Road" (namely the Silk Road Economic Belt and the 21st-century Maritime Silk Road). The strategy of "One Belt, One Road" focuses on cooperation and mutual benefits, emphasizing mutual benefits, win-win, as well as common development of the related countries. Once proposed, the strategy has received positive responses from the related countries along the road. Unit 6 国民幸福指数（National Happiness Index，NHI）是衡量人们幸福感的一种指数，也是衡量一个国家或地区经济发展、居民生活与幸福水平的指标工具。随着中国经济的高速增长，中国政府越来越重视人民群众生活质量和幸福指数的提升。政府注重改善民生，努力改善人民群众的经济状况，满足人民群众日益增长的物质文化需求。当前，中国政府提倡释放改革红利，让人民群众得到更多实惠。所有这些都将有效促进我国国民幸福指数不断提升。 National Happiness Index (NHI) is an index that measures how happy people are. It is also a tool that measures the levels of economic development and people's livelihood and happiness in a country or region. With the fast growth of Chinese economy, the Chinese government has been paying more and more attention to people's living quality and the increase of happiness index. The government stresses improvement of its people's livelihood, striving to improve their economic conditions and meet their growing material and cultural needs. Currently, the Chinese government advocates the unleashing of more reform dividends, with the aim of offering more real benefits to its people. All these measures will combine to effectively increase the NHI of our people.
Unit1 Listening skills BBDCA Listening in Task1 FTFTF Listening in Task2 BBDAC Listening in Task3 classical，peaceful，relaxing，Jazz，sadness，heavy metal，energy，sporting events，physical labor，road accidents Let's talk Task 1 Good Morning to All，success，musical talents，without，second part，replaced，legal action，real owners Further listening and speaking > Further listening > Task 1 special，joke，talent，proud，loud，joy，honesty，dancer，talk，wondered，capture，fan Task2 BAADC Task 3 TFTTT Unit 1 test 1-5 CCDCB 1.favorite band ， 2.Not anymore ， 3.no longer ， 4.a big fan ， 5.collected ， 6.the ones ， 7.Going crazy ， 8.Maybe to you ， 9.pressure ，10.fall in love ，11.get it ，12.from time to time ，13.Go on ，14.music video 1-5 BCDDA 1-5 CDABA 6-10 CDCBC Unit2 Listening skills: Making inferences ADBCB
新视野大学英语3第三版课文翻译 Unit 1 The Way to Success 课文A Never, ever give up! 永不言弃！ As a young boy, Britain's great Prime Minister, Sir Winston Churchill, attended a public school called Harrow. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school for deviating from the rules. Thankfully, he did finish at Harrow and his errors there did not preclude him from going on to the university. He eventually had a premier army career whereby he was later elected prime minister. He achieved fame for his wit, wisdom, civic duty, and abundant courage in his refusal to surrender during the miserable dark days of World War II. His amazing determination helped motivate his entire nation and was an inspiration worldwide. Toward the end of his period as prime minister, he was invited to address the patriotic young boys at his old school, Harrow. The headmaster said, "Young gentlemen, the greatest speaker of our time, will be here in a few days to address you, and you should obey whatever sound advice he may give you." The great day arrived. Sir Winston stood up, all five feet, five inches and 107 kilos of him, and gave this short, clear-cut speech: "Young men, never give up. Never give up! Never give up! Never, never, never, never!" 英国的伟大首相温斯顿·丘吉尔爵士，小时候在哈罗公学上学。当时他可不是个好学生，要不是出身名门，他可能早就因为违反纪律被开除了。谢天谢地，他总算从哈罗毕业了，在那里犯下的错误并没影响到他上大学。后来，他凭着军旅生涯中的杰出表现当选为英国首相。他的才思、智慧、公民责任感以及在二战痛苦而黑暗的时期拒绝投降的无畏勇气，为他赢得了美名。他非凡的决心，不仅激励了整个民族，还鼓舞了全世界。 在他首相任期即将结束时，他应邀前往母校哈罗公学，为满怀报国之志的同学们作演讲。校长说：“年轻的先生们，当代最伟大的演说家过几天就会来为你们演讲，他提出的任何中肯的建议，你们都要听从。”那个激动人心的日子终于到了。温斯顿爵士站了起来——他只有5 英尺5 英寸高，体重却有107 公斤。他作了言简意赅的讲话：“年轻人，要永不放弃。永不放弃！永不放弃！永不，永不，永不，永不！” Personal history, educational opportunity, individual dilemmas - none of these can inhibit a strong spirit committed to success. No task is too hard. No amount of preparation is too long or too difficult. Take the example of two of the most scholarly scientists of our age, Albert Einstein and Thomas Edison. Both faced immense obstacles and extreme criticism. Both were called "slow to learn" and written off as idiots by their teachers. Thomas Edison ran away from school because his teacher whipped him repeatedly for asking too many questions. Einstein didn't speak fluently until he was almost nine years old and was such a poor student that some thought he was unable to learn. Yet both boys' parents believed in them. They worked intensely each day with their sons, and the boys learned to never bypass the long hours of hard work that they needed to succeed. In the end, both Einstein and Edison overcame their childhood persecution and went on to achieve magnificent discoveries that benefit the entire world today. Consider also the heroic example of Abraham Lincoln, who faced substantial hardships,
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１ F 2 G ３ H ４J 5 Ｅ６ A 7 N ８ I 9 Ｋ l0 M 7 ｌ 2 3 4 5 ; 6 7 ８ 9 世界公民是指一个人承认自己是新兴的全球社区的一分子,而且其行动对全球社区的价值打造和实践活动有所贡献。世界公民相信人类从本质上来说是一个整体，任何个人都有改变事物的能力。在我们这样一个相互依赖的世界中，世界公民意识鼓励我们认识到对彼此的责任,并从对方身上学习。世界公民关心全球的教育、疾病、贫穷和环境问题。在当今，全球合作的力量在使一些人萌发世界公民的意识,让他们拥有对全球社区的归属感。这种不断发展的世界公民意识在很大程度上来讲,要归功于现代信息、通信和交通技术的力量世界公民意识致力于给予人们力量，让他们付诸行动，世界公民除了要从世界问题中学习知识和价值观,还要拥有必需的技能,使他们拥有能力和自信,积极推动世界的发展。 , "" . , ． . , , 's , .ａ＇s ．,.
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新视野大学英语（第2版）第1册Unit 1答案 (1) 新视野大学英语（第2版）第1册Unit 2答案 (2) 新视野大学英语（第二版）第1册Unit 3答案 (3) 新视野大学英语（第二版）第1册Unit 4答案 (4) 新视野大学英语（第二版）第1册Unit 5答案 (5) 新视野大学英语（第二版）第1册Unit 6答案 (7) 新视野大学英语（第二版）第1册Unit 7答案 (8) 新视野大学英语（第二版）第1册Unit 8答案 (9) 新视野大学英语（第2版）第1册Unit 9答案 (10) 新视野大学英语（第2版）第1册Unit 10答案 (11) 新视野大学英语（第2版）第1册Unit 1答案 III. 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive 6. commitment 7. virtual 8. benefits 9. minimum 10. opportunities IV. 1. up 2. into 3. from 4. with 5. to 6. up 7. of 8. in 9. for 10.with V. 1.G 2.B 3.E 4.I 5.H 6.K 7.M 8.O 9.F 10.C Sentence Structure VI. 1. Universities in the east are better equipped, while those in the west are relatively poor. 2. Allan Clark kept talking the price up, while Wilkinson kept knocking it down. 3. The husband spent all his money drinking, while his wife saved all hers for the family. 4. Some guests spoke pleasantly and behaved politely, while others wee insulting and impolite. 5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry. VII. 1. Not only did Mr. Smith learn the Chinese language, but he also bridged the gap between his culture and ours. 2. Not only did we learn the technology through the online course, but we also learned to communicate with friends in English. 3. Not only did we lose all our money, but we also came close to losing our lives. 4. Not only do the workers want a pay increase, but they also want reduced working hours. 5. Not only is the house expensive, but it is also too far away from my company. Translation VIII. 1. Not only can students choose when and where to learn for an online course, but they can also take time to think through answers before making a reply. 2. She is excited by the idea of online learning while be considers it meaningless and useless. 3. Communicating with native English speakers is a very rewarding experience from which we can learn a lot. 4. Today, more and more people have access to the Internet through which they look for the information they need. 5. He wants her to give up working and stay home to look after the children. She feels, however, that this is too much for her. 6. Now that we have finished the course, we shall start doing more revision work. IX. 1. 我永远都不会忘记那位老师，是他告诉我学外语是有趣的、有价值的。如果没有他，我的英语说得不会像现在这样好。 2 没有任何其他语言能像英语那样让你感受到多姿多彩的世界文化。有了过硬的英语知识，你就可以体验奇妙的文化之旅。 3. 写作不仅仅要写老师布置的话题，而且要写自己感兴趣的东西，例如，给朋友写电子邮件。 4. 远程教学课程是指授课者与学生通过计算机通信技术进行交流的课程。 5. 英语不但是世界上最有用的语言，也是世界上最易学、易用的语言之一。 6远程教学课程在时间安排上给予学生更多的自由，但与其他课程比，这些课程要求学生有更强的自律能力。Cloze 1. B 2.A 3.B 4.B 5.C 6,C 7.B 8.A 9.a 10.B 11.A 12.A 13.B 14.A 15.B Structured Writing XII. I am proud to say that I succeeded in learning a foreign language. It was a real challenge and, needless to say, it took a lot of practice. I carried a small dictionary with me everywhere I went as well as a notebook in which I listed new words I
新视野大学英语（第三版）第二册读写教程课后答案 新视野大学英语（第三版）第二册读写教程课后答案Unit 1 Language in mission Text A An impressive English lesson Ex.1 Understanding the text 1、Because he is tired of listening to his father and he is not interested in grammar rules. 2、The civilization of Greece and the glory of Roman architecture are so marvelous and remarkable that they should be described at least in a brief account; however, what the student could do was only one single utterance :“whoa!” without any any specific comment. 3、Because the schools fail to set high standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language. 4、Because teaching grammar is not an easy job and most of the students will easily get bored if it’s not properly dealt with. 5、He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs. 6、Because the son had never heard about the various names and functions of words in an English sentence before. 7、The author uses “road map”and “car”to describe grammar and vocabulary. Here,“road map”is considered as grammar and “car”as vocabulary. 8、Since the subjunctive mood his son used is a fairly advanced grammar structure, the interjection“whoa!”reflects the tremendous pride the father had toward his son; it also reflects the author’s humor in using the word because it was once used by his student, tho ugh in two different situations and with two different feelings. Ex.3 Words in use 1.condense 2.exceed 3.deficit 4.exposure 5.asset 6.adequate https://www.doczj.com/doc/954159425.html,petent 8.adjusting 9.precisely 10.beneficial Ex.4 Word building -al/-ial: managerial/editorial/substance/survival/tradition/margin -cy : consistency/accuracy/efficient -y : recovery/ministry/assembly Ex.5 Word building 1.editorial 2.recovery 3.accuracy 4.substance 5.managerial 6.margin 7.assembly 8.Ministry 9.survival 10.tradition 11.consistency 12.efficient Ex.6 Banked cloze 1-5: L C J A I 6-10: O N E H F Ex.7 Expressions in use 1.feel obliged to 2.be serious about 3.run into 4.distinguish between 5.thrust upon 6.was allergic to 7.get lost 8.be attracted to 9.make sense 10.looked upon as Ex.8 Structured writing Some bookworms in my dormitory often spend hours reading their “Bible”, Practical English Grammar, and do a lot of exercises in that book , but I don’t care about it at all. My assumption is since I have never learned Chinese grammar, what’s the sense of l earning English grammar? In fact, English grammar has always been a big headache to me. English grammar is very complicated because, unlike Chinese, there are many verb tenses. Even
(第三版)新视野大学英语读写教程1答案
Unite 1 1.选词填空 explore(v.勘探，探测) transmit(v.传送，传递，传播) resource(n.资源) emerge(v.出现，为···所公认) yield(v.产生，出产，屈从，让步) pose(v.摆姿势，导致) assume(v.认为，假定，假设) confidence(n.信任信赖，自信心) inherit(v.沿袭，秉承，继承) comprehensive(a.综合的，多方面的) 1. Given the chance to show his ability, he regained confidence and began to succeed in school. 2. It is so difficult to explore the bottom of the ocean because some parts are very deep. 3. It was about 30 seconds before Alex emerged from the water; we were quite scared. 4. We often assume that when other people do the same things as we do, they do them for the same reasons; but this assumption is not always reasonable. 5. There is widespread concern that the rising unemployment may pose a threat to social stability. 6. After a(n) comprehensive physical exam, my doctor said I was in good condition except that my blood pressure was a little high. 7. It is well known that China is a country with rich natural resources and a very big population. 8. Some people believe that the earth can yield enough food to support at least twice its present population. 9. Sam inherited the gift of imagination from his family, but he lacked the driving power to take action. 10. A bee that has found honey is able to transmit to other bees the information they need in order to collect the honey. 2.15选10 attain赢得，获得，得到 fascinating迷人的，吸引人fulfill履行，执行pursue追求，致力于 available可获得的可利用的 qualify使合适，合格raise提升，增加 passion强烈的爱好，热爱 virtually实际上classify分类归类 acquire获得，取得，学到 fashionable流行的especially特别的 sample样品，标本 prosperous繁荣的University students come from different parts of the country with various purposes. However, a closer look at their reasons for studying at the university will enable us to (1)classify them roughly into three groups: those who have a(n) (2)passion for learning, those who wish to (3)attain a bright future, and those who learn with no definite purpose. Firstly, there are many students who learn simply because they (4)pursue their goal of learning. Some read a wealth of British and American novels because they are keenly interested in literature. Others sit in front
Unit 1 Section A 3.Words in use 1.The mayor decided to(condense)his speech in order to leave enough time for his audience to raise questions. 2. It was reported that there was a vehicle missing every 20 seconds in the US.If the trends continue,experts predict annual vehicle thefts could(exceed)two million. 3. Researchers put patients through a set of psychological tests to determine the negative consequences of sleep(deficit). 4. Too much(exposure)to dirty air can cause people to suffer from allergies and diseases that will eventually affect people's health. 5. Moving forward even in the face of great difficulties has become my most important(asset)in my life since it has helped me accomplish something remarkable. 6. The lawyer proclaimed they couldn't jump to conclusions because acceptable conclusions must be supported
Unit 1 III 1 beneath 2 disguised 3 whistles 4 restrain 5 grasp 6 longing 7 praying 8 faithful 9 pledge 10 drain IV 1 tell …on you 2 track down 3 work it out 4 picking on me 5 reckoned with 6 call on 7 on his own 8 get through 9 in disguise 10 revolves around V G O D I K L B F A N VI 1 advise 2 level 3 problems 4 necessity 5 skills 6 experience 7 solution 8 value 9 tool 10 manner VII 1 air-conditioned(装空调的；有冷气的) 2 handmade（手工制作的） 3 thunderstruck（非常吃惊的）4heartfelt（衷心的；诚挚的）5data-based（基于数据的）6self-employed（自主经营的）7 custom-built（定制的；定做的）8 weather-beaten（饱经风霜的） VIII 1. well-informed（对……非常熟悉的）2 new-found（新获得的）3 hard-earned（辛苦挣得的）4 soft-spoken（说话温柔的）5 newly-married（新婚的）6 widely-held（普遍认为的）7 well-meant（出于好意的）8 well-educated（受过良好教育的） IX