Unit 3 The Generation Gap
Teaching Aims:
1.Understanding the main idea (Father meddled in children’s affairs with good intentions ,but
only to find his efforts unwelcome) and structure ( three settings,three scense);
2.Appreciate the basic elements of a play;
3.Grasp the key language points in Texts A and learn to use them in context;
4.Understand the cultural background related to the content
5.Conducting a series of theme-related reading, listening, speaking, and writing activities
6.Learn to write poster, etc.
Teaching Keypoints:
1.Grasp the main idea of Text A and language points in Text A
2.Cultural background about The Generation Gap;
3.Analysis of the difficult sentences in Text A
Teaching Difficulties:
1.Writing strategy and style demonstrated in Text A
2.Learn how to understand the structure of difficult and long sentences
Teaching Aids:
Teacher-guided, discussion, exercises, group-activities, student-centred
Teaching period: 12 classes
Teaching Procedure:
Step 1Warming up
1.Have students read the overview of page 58, students will understand the main topic of unit3
2.Have students listen to the script of listening part, explain some difficult sentences and
phrases, lead them to finish the exercises on page59, check the answer
3.Have students form pairs to interview each other.
Step 2 Global analysis of Text A
Part Division of the Text
Parts Para(s). Main Ideas
1 1~35 In a fast-food restaurant, Father embarrassed Sean by talking
too proudly to the restaurant manager.
2 36~108 In the Thompson family dining room, Father embarrassed
Diane by persuading a work-mate into pressing his son to
ask her to the senior prom.
3 109~130 In an office at Heidi’s high school, Father embarrassed Heidi
by boasting to an official about how bright she was.
Step 3 Detailed Reading
Ⅰ. Difficult Sentences
1. (Title) “Father Knows Better”
1. What does “Father knows better.” mean?
(=“Father knows better.” or “Father, you know better than that.” literally means Father wa wise enough not to do something. Actually it does not have this meaning. It means Father was
not wise when he meddled with his children’s affairs.)
2. How many times does this sentence occur in the text? What can you infer from the
sentence?
(=This sentence occurs six times in the text. The children said it satirically to show their
disapproval of Father’s meddling with their affairs. )
2. (LL.39~40) “I’m sure he’s a good worker but a typical teenager, if you know what I mean.”
1. What did Father mean by saying this?
(=Father was proud of his son as he thought his son would work well, but he was a little
worried that his son was a boy and he might make some mistakes in his work.)
2. What was the manager’s response?
(=As a young man, the manager didn’t understand a father’s
feeling, and showed no interests.)
A nd I assure you that if there are any subjects that need to be addressed, Sean
3. (LL.42~43) “
and I will have a man-to-man talk.”
1. What is a man-to-man talk?
(=A talk that takes place between two men, especially two men who need to discuss a serious
personal matter.)
2. Translate the sentence into Chinese.
(=你放心，要是有什么问题需要解决的话，我和肖恩会开诚布公地谈一谈的。)
4. (LL.60~61) “If that sort of thing happened only once in a while, it wouldn’t be so bad. Overa
I wouldn’t want to trade my dad for anyone else’s.”
What can you infer from the sentence?
(=Father was always meddling with his children’s
affairs, and the children disliked it.
However, the children loved Father and if he interfered with their affairs only once in a while,
they could bear it. )
5. (LL.91~92) “Through clenched teeth, the words are in a monotone and evenly spaced.”
Translate the sentence into Chinese.
(=咬紧牙，一字一顿地说。)
”
6. (L.134) “Why back in my day–
1. Paraphrase the sentence.
(=Well, when I was young, we didn’t behave like that.)
2. What does the sentence imply?
(=It implies a gap between the young generation and the older generation.)
7. (L.138) “Get this over with, more likely.”
1. What is the correct order of this sentence?
(=It is more likely to get this over with. )
2. Translate the sentence into Chinese.
(=还不如说，是把这份罪受完算了。)
8. (LL.166~168) “And it’s not just one of us who’ve felt the heavy hand of interference. Oh, no,
all three of us live in constant dread knowing that at any time disaster can strike…”
Translate the sentence into Chinese.
(=不止我一个人深受他横加干预之苦。哦，绝非我一个人。我们兄妹三个整天提心吊胆，
知道倒霉的是随时可能来临…）
Step 4 Words and Expressions of Text A
1.(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。
(=He was born dumb, but he has still managed to get a good job.)
5.(L.18) in unison: acting in the same way at the same time
* All the babies cried in unison.
* 国际社会准备一致反对恐怖主义。
(=The international community is ready to work in unison against terrorism.)
6.(L.20) consist of: be made up of
* The city of New York consists of five boroughs.
* The committee consists of scientists and engineers.
Collocation:
consist in 等于；在于
CF: consist, compose, comprise & constitute
这几个词都是动词，都有“组成”的意思。
consist 是个不及物动词，与介词of一起连用，不可用于被动语态。consist的主语表示事物的整体，of后的宾语表示事物的组成部分。例如：
* Water consists of hydrogen and oxygen. 水由氢和氧组成。
* North America consists of the United States, Canada, and Mexico. 北美洲包括美国、
加拿大和墨西哥。
compose的主语表示事物的组成部分，宾语表示事物的整体。但在被动语态中正好相反。
例如：
* The United States, Canada, and Mexico compose North America. 美国、加拿大和墨
西哥合起来构成北美洲。
* Water is composed of hydrogen and oxygen. 水由氢和氧组成。
Comprise用作及物动词，有两种用法：传统规则认为其主语应当为事物的整体，宾语应当为事物的组成部分，词义为“由……组成，由……构成”；另一种趋势是用comprise 表达“组成，构成”的意思，此时其主语为事物的组成部分，宾语为事物的整体。
* North America comprises the United States, Canada, and Mexico. 北美洲包括美国、
加拿大和墨西哥。
* Ten stories comprise the book. 十个故事组成了这本书。
constitute的主语表示事物的组成部分，宾语表示事物的整体。例如：
* The United States, Canada, and Mexico constitute North America. 美国、加拿大和墨
西哥合起来构成北美洲。
* Seven days constitute a week. 七天为一周。
7.(L.57) fade: vi.
1)lose color or brightness
* The wallpaper has faded.
2)disappear slowly
* The sound of thunder faded away into the distance.
* 随着天气越来越冷，他早锻炼的热情逐渐消失了。
(=Her enthusiasm for early-morning exercises faded as the weather was getting colder and colder.)
Collocation:
fade away 逐渐消失
fade out 逐渐消失；淡出
8.(L.61) overall:
1.adv. in general
* Overall, prices are still rising.
* Overall, I like her, despite her faults.
2.adj. including everything; total (only before noun)
* The overall length of the fish is 3 feet 5 inches.
9.(L.61) trade for: exchange (sth.) for (sth. else)
* They traded their clothes for food.
* 农民用农产品换工具和钱.
(=The farmers traded farm produce for tools and money.)
10.(L.73) keep in suspense: delay telling (sb.) what they are eager to know
* We’ve been kept in suspense waiting for the examination results.
* 观众的悬念一直持续到剧终。
(=The audience is kept in suspense to the very end of the play.)
Collocation:
break the suspense 消除悬念
hold sb. in suspense 使某人处于悬念之中
be in suspense over 对…悬疑不安
11.(L.76) interrupt: v. stop (sb.) from continuing what they are saying or doing
* Stop interrupt me. I’m trying to talk to your mother.
* My daughter kept interrupting me when I spoke.
12.(L.79) bet:
1. vi. be sure
* I bet it will snow tomorrow.
* I bet she was late for the meeting on purpose.
2. v. risk (money) on the result of a future event
* I bet you 5$ that they will win the next election.
* I bet on the wrong horse. It lost the race.
13.(L.81) distract: vt. take (sb.’s attention) away from sth. esp. for a short time
* Don’t distract me from working.
* She was distracted by the noise outside.
* 玩电脑游戏有时让他写作业分心。
(=Playing computer games sometimes distracts him from his homework.)
Pattern:
distract sb./sth.
distract sb./sth. from
14.(L.116) glorious: adj. wonderful
* Look at the glorious colors on the sky.
* It seems a pity to be indoors on such a glorious day.
15.(L.117) hand down: give or leave to people who are younger or come later
* The gold watch has been handed down from my grandfather.
* 她有一些珠宝，是从她祖母那儿传下来的。
(=She had some jewelry, which had been handed down from her grandmother.)
Collocation:
hand in 上交；交给
hand on 传递；依次传下去
hand out 分给；分发
hand over 交出；移交
16.(L.122) at any rate: whatever may happen; in any case
* At any rate, I’m going back home.
* At any rate, you survived the car accident.
Collocation:
birth rate 出生率
first-rate 一流的
at this / that rate 这样/那样的话；照这样/那样的情形
rate of exchange 汇率
CF: speed, rate & pace
这几个词都是名词，都有“速度”的意思。
speed一般指单位时间内所运动的距离。例如：
* He drove at a speed of 70 miles per hour. 他以每小时七十英里的速度行驶。
* We can’t go any faster. We’
re already at top speed. 我们不能再快了。我们已经全速前进了。
rate指比率、率，如速度、出生率、入学率等。指速度时可与speed换用。例如：* She can read at the rate of 100 words a minute. 她每分钟能阅读100个单词。
* He must pay at the rate of 10 percent. 他必须按照百分之十的比率付款。
pace主要指行走、跑步等的步速，也可指生活、生长、进展等方面的速度、进度等。例如：
* If you advance one pace, I will shoot you. 你再向前走一步，我就开枪了。
* The work progressed at a slow pace. 工作进展很慢。
17.(L.123) community: n. the people living in one place, district, or country, considered as a
whole
* The job of a policeman is to serve the community.
* College students have learned a lot in community service.
18.(L.125) narrow down: make (a list of things) smaller
* The answer to the question was narrowed down to two choices.
* 一百多位申请者将会被减少成仅仅五位候选人。
(=Over a hundred applicants will be narrowed down to a short list of five candidates.)
Pattern:
narrow down to
19.(L.129) exhaust: vt.
1)make (sb.) very tired, either physically or mentally
* What an exhausting day!
* Four hours’ work almost exhausted her.
2)use up completely
* They have exhausted the supply of oxygen.
* What will we do if we exhaust our reserves of oil?
CF: tired, exhausted & worn out
这几个词都是形容词，都有“累、疲惫”的意思。
tired为常见词，但本身没有指明精力的削减程度。例如：
他阅读了几小时，感到疲倦。
* He became tired from hours’ reading.
exhausted指体力、精力的完全损耗，难以恢复或需要较长时间才可恢复。例如：
* He returned at last, too exhausted to eat anything. 他终于回来了，累得吃不下任何东
西。
worn out指过度使用而失去价值或功效。例如：
* He divorced his wife because he was worn out from listening to her constant complaints. 听妻子不停地抱怨而厌烦，他为此和她离婚了。
20.(L.130) repeatedly: adv. again and again
* I repeatedly warn you not to take the job.
* 我们反复要求员工不允许在办公室吸烟。
(=We have repeatedly requested that staff should not be allowed to smoke in the office.)
21.(L.151) swallow: v. cause or allow (esp. food or drink ) to go down the throat; hide or
suppress a feeling
* Chew your food properly before swallowing it.
* I tried to swallow, but my mouth was too dry.
22.(L.155) frank: adj. showing one’s thoughts and feelings openly
* If you want my frank opinion, I don’t think the plan will succeed.
* It is clear that my students have been frank with me.
Pattern:
be frank with sb.
be frank about sth.
23.(L.167) interference: n. unwanted or unnecessary involvement in sth.
* I wanted to do the thing on my own without outside interference.
* 你干涉他的私人事务是没道理的。
(=Your interference in his private affairs is unreasonable.)
Pattern:
interference in sth.
interference with sb.
24.(L.167) constant: adj.
1)without stopping
* He was in constant pain.
* I have had a constant headache for three days.
2)unchanging
* She is my constant companion.
* 产品的价格不是固定的，而是随供求的变化而变化。
(=The price of the product is not constant but varies with supply and demand.)
25.(L.172) in charge of: having control (over) or responsibility (for)
* I am in charge of the department.
* He was left in charge of the shop while the manager was away.
Collocation:
take charge of 负责
in one’s charge由某人照管
on a charge of 以…罪名
bring a charge against sb. 指控某人
face a charge 面临控告
26.(L.181) exceptional: adj. unusual
* All her children are intelligent, but the youngest boy is really exceptional.
* He was an exceptional man with great business talents.
27.(L.184) fill out: complete (a document or form) by supplying required information
* Fill in your name on this check.
* Please fill out the application form and signed it at the bottom.
Collocation:
fill in 填入；填上
fill in for sb. 临时代替
fill up 填满；装满
fill with 用…填满
28.(L.190) proof: n. evidence or facts that are sufficient to establish a thing as true or
believable
end.
* I wouldn’t demand proof of honesty from my fri
* 美国研究人员发现证据证明，不吸烟的人与吸烟的人一起工作也能得癌症。
(=Researchers in America have found proof that non-smokers can develop cancer by working with smokers.)
29.(L.197) junior: adj.
1)younger
* You are my junior.
* Jane is several years junior to her husband.
* Do you want John Brown Senior or John Brown Junior, the father or the son?
Pattern:
be junior to
NB:
Abbrs.: Jr. or jr., used after the name of a person who has the same name as his father, e.g. Tom Brown, Jr.
2)lower in rank than others
* He is a junior officer.
* 他被提升为高级职员之前，做了三年低级职员。
(=He had been a junior clerk for three years before he was promoted to senior clerk.
Step 5 After Reading
Ⅰ. Useful Expressions
1.舞台前方the edge of the stage
2.对观众说话address the audience
3.到头来让人尴尬end up embarrassing sb.
4.当餐厅服务员wait tables
5.为某人感到骄傲be proud of sb.
6.一致地in unison
7.偶尔一次once in a while
8.围坐在餐桌旁be seated around the dinning room table
9.使产生悬念keep in suspense
10.传下来hand down
11.无论如何at any rate
12.世界和平global peace
13.减少；缩小narrow down
14.转向某人turn to sb.
15.影响；刺激come over
16.结束某（一不愉快的）事get sth. over with
17.优等生an honor student
18.整天提心吊胆live in constant dread
19.负责in charge of
20.填写fill out
21.思路line of thought
22.初中junior high school
Ⅱ. Sentence Translation
1.And it's not just one of us who've felt the heavy hand of interference. Oh, no, all three of
us live in constant dread knowing that at any time disaster can strike.
(=不止我一个人深受他横加干预之苦。哦，绝非我一个人，我们兄妹三个整天提心
吊胆，知道倒霉的事情随时可能来临。)
2.Don't know where she got her brains. Her mother, I suppose.
(=不知道她怎么会这么聪明。我想可能是她母亲的遗传。)
3.That has given them the opportunity to essentially hide in plain sight.
(=这使他们可以在父母眼皮底下与别人交流而大体上不致泄密。)
4.Text messaging has perhaps become this generation’s version of pig Latin.
(=发短信也许已经成为这一代人的文字游戏。)
5. 出于搞笑的目的，故事情节极度夸张，但几乎人人都能从中看到自己及父母的影子。
(=For the sake of fun it carries things to extremes, but nearly everyone can recognize something of themselves and their parents in it.)
6. 黛安娜，你怎么了？我真不明白你们年轻人。唉，在我那个时候……
(=Diane, what has come over you? I just don't understand the younger generation. Why,
back in my day…）
7. 就在去年，她初中最后一年，我们还没搬家的时候，海蒂在县里每年一度的拼单词
比赛中得了第一名!
(=Why just last year, in her last year of junior high school, before we moved, Heidi placed first in the county in the annual spelling bee.)
8. 如今，父母在需要的时候总能联系到孩子，这对于家庭来说利大于弊。
(=So far, parents’
ability to reach their children whenever they want affords families more pluses than minuses.)
Step 6 Post-reading tasks
1.Debate: What do you think causes the generation gap?
What can be done to solve the problem of the generation gap?
2. Teacher checks on students’ home reading (Text-B)
3. Practical writing about writing postes
Step 7 Homework
Finish the exercises of Page 68-77about Text A
Teacher asks students to prepare the next unit
Unit 4 Fresh Start In-Class Reading Fresh Start 新的开端 1当我父母开车离去，留下我可怜巴巴地站在停车场上时，我开始寻思我在校园里该做什么。我决定我最想做的就是平安无事地回到宿舍。我感到似乎校园里的每个人都在看着我。我打定主意：竖起耳朵，闭上嘴巴，但愿别人不知道我是新生。 2第二天早上我找到了上第一堂课的教室，大步走了进去。然而，进了教室，我又碰到了一个难题。坐哪儿呢？犹豫再三，我挑了第一排边上的一个座位。3“欢迎你们来听生物101 课，”教授开始上课。天哪，我还以为这里是文学课呢！我的脖子后面直冒冷汗，摸出课程表核对了一下教室——我走对了教室，却走错了教学楼。 4怎么办？上课途中就站起来走出去？教授会不会生气？大家肯定会盯着我看。算了吧。我还是稳坐在座位上，尽量使自己看起来和生物专业的学生一样认真。 5下了课我觉得有点饿，便赶忙去自助食堂。我往托盘里放了些三明治就朝座位走去，就在这时，我无意中踩到了一大滩番茄酱。手中的托盘倾斜了，我失去了平衡。就在我屁股着地的刹那间，我看见自己整个人生在眼前一闪而过，然后终止在大学上课的第一天。 6摔倒后的几秒钟里，我想要是没有人看见我刚才的窘相该有多好啊。但是，食堂里所有的学生都站了起来，鼓掌欢呼，我知道他们不仅看见了刚才的情景，而且下决心要我永远都不会忘掉这一幕。 7接下来的三天里，我独自品尝羞辱，用以果腹的也只是些从宿舍外的售货机上买来的垃圾食品。到了第四天，我感到自己极需补充一些真正意义上的食物。也许三天时间已经足以让校园里的人把我忘在脑后了。于是我去了食堂。 8我好不容易排队取了食物，踮脚走到一张桌子前坐下。突然我听到一阵熟悉的“哗啦”跌倒声。抬头看见一个可怜的家伙遭遇了和我一样的命运。当人们开始像对待我那样鼓掌欢呼的时候，我对他满怀同情。他站起身，咧嘴大笑，双手紧握高举在头顶上，做出胜利的姿势。我料想他会像我一样溜出食堂，可他却转身重新盛一盘食物。就在那一刻，我意识到我把自己看得太重了。
Unit 5 Secti on A: Cliff Young, an un likely hero Teach ing Procedures: Pre-read ing Activities Step 1. Greeti ngs Greet the whole class warmly. Step 2. Lead-i n and preparati on for read ing Let them talk to each other about the follow ing questi ons: 1. What sports do you like doing 2. How much time do you spe nd on sports every day 3. Do you think play ing sports is importa nt to stude nts Why Step 3. Fast read ing Ask the Stude nts to read the passage as quickly as they can and the n an swer th questi ons on the scree n. Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writi ng ) The passage can be divided into 3 parts. Part1 Cliff Young took part in the Australia n maratho n in 1983 and fin ally won it. Part 2 Cliff You ng ' s life after the race of 1983 Part 3 Cliff Young sets a good example for other people. Purpose: Improve the stude nts ' read ing and writi ng ability and un dersta nc
大学英语说课课件 大学英语说课课件 大学的本质是一种功能独特的文化机构，是与社会的经济和政治机构既相互关联又鼎足而立的传承、研究、融合和创新高深学术的高等学府。那么大学英语如何学习？ 教学教材: 《新视野大学英语》,外语教学与研究出版社出版.这是当前国内一套全方位立体式教材系列.该套教材与传统教材的不同之处在于,除了读写教程,听说教程以及快速阅读练习册等纸质教材外,还提供了教学光盘,网络课程,试题库和语料库.课文题材和体裁广泛,词汇量大,词汇分布呈渐进式,词汇在课文中复现率高.课后练习以主观题为主,有利于发展学生的语言运用能力. 教学大纲: 大学英语教学指基础阶段的英语学习,即一至二年级四个学期.其目的是为学生打好扎实的语言基础的同时,进一步培养和提高学生的阅读能力和一定的听,说,读,写,译能力.通过提问和讨论,培养学生分析,推理,归纳,综合等思考能力和表述,
研讨,争辩,应答等语言运用能力.挖掘课本中富有“内涵意 义”的语言内容,注重人对社会现实的思考. 教学内容: 《新视野大学英语》,第二册,第三单元,A部分:跨国婚姻. A部分为整个单元的精讲部分,起导入,语言学习的作用. 教学对象: 08级化学系本科班 教学时间: 4课时 第一节至第二节:导入,听说活动 第三节至第四节:A课文《跨国婚姻》分析 教学目的: 学生通过学习第三单元A部分内容,能够做到了解对于世 界各地不同文化中对于婚姻的传统看法. 思考相关话题: 来自于不同文化的人结为夫妻,这样的婚姻将有怎样的优 点和缺点理解课文篇章结构以及如何使用论证法来写作. 掌握A部分词汇及语言点. (通过达成以上教学目的,学生能够更好地理解课文A《跨 国婚姻》的内容,以及在课文中出现的问题:为什么盖尔的父母反对她的跨国婚姻 )
1. Complete each of the following sentences with an appropriate form of the word in brackets. 1. (attention) Correct answer inattention 2. (qualify) Correct answer qualified Correct answer Navigation 4. Correct answer participants 5. Correct answer unconscious 6. Correct answer competence 7. Correct answer inequalities 8. morning. (request) Correct answer
requested 9. Correct answer varied 10. Correct answer partners 2. Fill in each of the blanks with an appropriate preposition or adverb. 11. Correct answer in 12. Correct answer of 13. Correct answer to 14. accident. Correct answer at 15. Correct answer beyond 16.
Your answer Correct answer from from 17. Your answer Correct answer to to 18. Your answer Correct answer on on 19. Your answer Correct answer in in Your answer Correct answer On On 3. Complete each of the following sentences by choosing the best answer from the choices given. 21. The buses, ___________ were already full, were surrounded by an angry crowd. A. most of which B. both of which C. few of them D. those of which 22. There's only one man ____________ the job. A. qualified for
本科课程教案 2017-2018学年(第 1 学期 ) 课程名称：大学英语 CI 课程性质：□通识必修课□大类基础课□专业核心课 □专业拓展课□通识限选课□通识任选课 授课班级：17 产品设计 1 班(32 人）、环境设计七班（ 30 人）学生数：共 62 人 授课教师：庞海才 学分 / 学时：6/75 学时分配：理论讲授学时，课堂讨论学时 实验 / 课内实践学时，在线学习学时 课程设计( 周) 系（教研室）负责人（签名）：
审核通过日期：年月日 《大学英语 CI 》是教授英语语言知识和英语学习策略，培养学生外语综 合应用能力和跨文化交际为主要内容的必修课，教学对象是艺术专业大一学 生。课程以外语教学理论为指导，以“课堂教学+计算机和网络的自主学 习”模式为主，集多种教学模式和教学手段为一体，旨在培养学生的英语 课程简介综合应用能力，尤其是听说能力；同时，提高他们的自主学习的能力和综合 文化素养，以适应我国社会发展的需要和国际交流的需要。 该课程采用形成性评估和终结性评估两种形式来评估学生学习效果。形成 性评估包括课堂活动记录、课后任务记录等形式。终结性评估包括期中测评、 期末总评。 教材名称、新编大学基础英语综合教程1、 2 高等教育出版社 出版社、出版新视野大学英语（第三版）视听说教程1、 2 时间、版次新编大学基础英语训练与自测1、 2高等教育出版社 （含中英文教 材） （含参考书目、案例材料、阅读材料，网络教学资源等） 新编大学基础英语训练与自测1、 2 新视野大学英语（第三版）长篇阅读1、 2 参考书目 及文献（或 网络教学资源） 形成性评估：平时作业、网络学习、课堂表现、期中考试、期末考试考试考核方式 （含期中考试、 小测验、作业）
Unit 1 Personal Relationship In-Class Reading The Gift of Life 以生命相赠 1 炸弹落在了这个小村庄里。在可怕的越南战争期间，谁也不知道这些炸弹要轰炸什么目标，而它们却落在了一所由传教士办的小孤儿院内。 2 传教士和一两个孩子已经丧生，还有几个孩子受了伤，其中有一个小女孩，8岁左右，双腿被炸伤了。 3 几小时后，医疗救援小组到了。医疗小组由一名年轻的美国海军医生和一名同样年轻的海军护士组成。他们很快发现有个小女孩伤势严重。显然，如果不立即采取行动，她就会因失血过多和休克而死亡。 4 他们明白必须给小女孩输血，但是他们的医药用品很有限，没有血浆，因此需要匹配的血型。快速的血型测定显示两名美国人的血型都不合适。而几个没有受伤的孤儿却有匹配的血型。 5 医生会讲一点越南语，护士会讲一点法语，但只有中学的法语水平。孩子们不会说英语，只会说一点法语。医生和护士用少得可怜的一点共同语言，结合大量的手势，努力向这些受惊吓的孩子们解释说，除非他们能输一些血给自己的小伙伴，否则她将必死无疑。然后他们问孩子们是否有人愿意献血来救小女孩。 6 对医生和护士的请求，孩子们瞪大眼睛，一声不吭。此时小病人生命垂危。然而，只有这些受惊吓的孩子中有人自愿献血，他们才能够得到血。过了好一会儿，一只小手慢慢地举了起来，然后垂了下去，一会儿又举了起来。 7 “噢，谢谢，”护士用法语说。“你叫什么名字？” 8 “兴，”小男孩回答道。 9 兴很快被抱到一张床上，手臂用酒精消毒后，针就扎了进去。在整个过程中，兴僵直地躺着，没有出声。 10 过了一会儿，他发出了一声长长的抽泣，但立即用那只可以活动的手捂住了自己的脸。 11 “兴，疼吗？”医生问。 12 兴默默地摇了摇头，但一会儿忍不住又抽泣起来，并又一次试图掩饰自己的哭声。医生又问是不是插在手臂上的针弄疼了他，兴还是摇了摇头。 13 但现在，偶尔的抽泣变成了持续无声的哭泣。他紧紧地闭着眼睛，用拳头堵住嘴，想竭力忍住哭泣。 14 医疗小组此时非常担忧，因为针不会使他们的小输血者一直感到疼痛。一定是哪里出了问题。恰好这时，一名越南护士前来帮忙。看到小男孩在哭，她用越南话很快地问他原因。听了小男孩的回答后，又立即作了回答。护士一边说，一边俯身轻轻拍着小男孩的头，她的声音亲切柔和。 15 一会儿，小男孩不再哭了，他睁开眼睛，用质疑的目光看着越南护士。护士点了点头，小男孩的脸上马上露出了宽慰的神色。 16 越南护士抬起头平静地对两名美国人说: “他以为自己快死了。他误解了你们。以为你们要他献出所有的血，小女孩才能活下来。” 17 “那他为什么还愿意这么做呢?”海军护士问。 18 越南护士把这个问题向小男孩重复了一遍。小男孩简单地回答道: “她是我的朋友。” 19 他为了朋友甘愿献出自己的生命，没有比这更伟大的爱了。
大学英语教学方案设计(说课材料) 教学内容:新视野大学英语2 第3单元Marriage Across Nations (导入及课文内容学习) 时间分配:2节 一,教学理念:大学英语课程是大学生的一门必修的基础课程,旨在培养学生的英语综合应用能力,特别是听说能力.在教学过程中,教师应特别注重学生语言应用能力的培养,努力为学生营造英语语言环境,加大课堂中语言的输入,引导学生进行语言表达,进行语言输出. 二,教材:本课程使用教材为《新视野大学英语》(第二版).这一教材包含有《读写教程》,《听说教程》,《视听说教程》以及《快速阅读》,并带有书后光盘和强大的网络资源,是一套立体化的英语教材,注重培养学生听说能力,有利于学生进行自主式,个性化的学习,也有利于启发教师在教学模式,教学方法上的创新. 三,教学内容:本课程主要处理《读写教程》和《听说教程》.每单元8学时.话题讨论1学时,section A 3学时,Section B 2学时,听说练习2学时. 本课是《新视野大学英语读写教程2》第三单元的第1,2节课,重点内容为话题导入和课文理解.本单元话题围绕着跨文化/ 跨种族婚姻(mixed marriages)这一话题展开.爱情和婚姻是学生有话可说的话题,而跨文化因素使得这一话题更加有趣.处理本单元时,对学生加以引导,对相关话题进行讨论必不可少.而课文理解部分,教师不宜直接进行课文讲解,而是提出课文相关问题,让学生带着问题阅读课文,并了解课文大意,这种任务型教学能更好地培养学生的阅读理解能力,同时创造师生口语交流机会. 四,教学方案设计 Teaching Plan 教学对象Teaching Subjects non- English major freshmen 教学内容Lesson Content Lead-in activities 导入--- 45' Text study 课文学习--- 45' 教学目标Teaching Objectives 1. Talk about love, marriage and mixed marriages in class; 2. understand the main idea and structure of Section A 3. learn device for developing a paragraph which starts with a correction of one idea and goes on to present another idea. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 教学方法Methodology 1. Communicative Method 2. Task-driving 3. Audio-visual Approach 4. Analysis and explanation 难点及对策Potential Difficulties & Solutions 1. Using the vocabulary and sentence structures learnt to talk about personal views on intercultural marriages. --- More examples should be given in class. 2. Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea. --- writing practice 教具Teaching Aids Multi-media equipments 教学过程设计Teaching Procedure: 步骤1 Step 1 导入Lead-in
Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before
UNIT 8 COPING WITH AN EDUCATIONAL PROBLEM I.I. Key words & phrases ability accumulate acquire adequate affect astonish compete complex decline faculty function handful humble idle ignorant jam luxury miracle portable scare slice suggestion swear upset better off break down compete with in amazement make a living by run out of search for sum up Additional Vocabulary scholarship 奖学金 this year’s graduate 应届毕业生 golden collar worker 金领工人 net capital 净资本 academic credit system 学分制 like water off duck’s back 把…当耳边风 netter 网虫 bullet train 子弹头列车 quality of population 人口素质 heuristic education 启发式教育 teach through lively activities 寓教于乐 emeritus professor 名誉教授 degrade oneself 掉（身价） stamp the card 打卡 WAP phone 上网手机 excessive consumption 提前消费 top student 高材生 inter-disciplinary talent 复合型人才 human capital 人力资本 intensive training class 强化班 alleviate burdens on students 减负 online love affair 网恋 magnet train 磁悬列车
全新版大学英语综合教程 第二版课后练习答案 This manuscript was revised on November 28, 2020
Unit1 Ways of Learning Vocabulary I 1. 1)insert 2)on occasion 3)investig ate 4)In retrospect 5)initial 6)phenomen a 7)attached 8)make up for 9)is awaiting 10)not; in the least 11)promote 12)emerged 2. 1)a striking contrast between the standards of living in the north of the country and the south. 2)is said to be superior to synthetic fiber. 3)as a financial center has evolved slowly. 4)is not relevant to whether he is a good lawyer. 5)by a little-known sixteen-century Italian poet have found their way into some English magazines. 3. 1)be picked up; can’t accomplish; am exaggerating 2)somewhat; the performance; have neglected; they apply to 3)assist; On the other hand; are valid; a superior II 1)continual 2)continuous 3)continual 4)continuous 5)principal 6)principal 7)principle 8)principles 9)principal III herself by herself/on her own by yourself/on your own Comprehensive Exercises
新编大学英语综合教程3课文翻译
Unit 1 Personality In-Class Reading 羞怯的痛苦 1 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。 2 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影
响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。 3 相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。 4能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。 5 如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无
Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.
Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ. 1. 1.has been assigned to the newspaper’s Paris office. 2.was so extraordinary that I didn’t know whether to believe him or not. 3.a clear image of how she would look in twenty years’
time. 4.gave the command the soldiers opened fire. 5.buying bikes we’ll keep turning them out. 3. 1.reputation, rigid, to inspire 2.for 3.of 4.with 5.as
6.about 7.to 8.in, in 9.from 10.on/upon 2.surprise 3.pulled 4.blowing 5.dressed
6.scene 7.extraordinary 8.image 9.turn 10.excitement company’s safety rules. 5.It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a
Unit 6 A World of Mystery In-Class Reading The Bermuda Triangle 百慕大三角 1 1945年12月5日，佛罗里达州的劳德代尔堡，天气晴朗，由五架美国海军飞机组成的第19飞行分队从这里起飞。机上共有14名机组人员。飞机状况良好；机上装有当时最好的设备， 包括罗盘和无线电设备，还携带有救生筏。飞机可以在水上漂浮90秒钟。飞机起飞一个半小时后，劳德代尔堡的指挥塔台听到了从其中一架飞机传来的无线电信息。 2 “我不知道我们现在所处的位置。” 3 之后飞机再也无法和指挥塔台通话，但是飞机之间可以通话，而且指挥塔台也能听到他们 的通话。 4 “磁罗盘简直疯了。” 5 “我们完全迷失了方向。” 6 从这之后没有收到其他任何信息。再也没有其他任何人收到过这些飞机的消息或看到过它 们。300架飞机和许多船只搜索了该地区，但没有找到第19飞行分队的任何踪迹。而且其中 一架被派去搜寻的飞机也彻底失踪了。 7 这些飞机是在西大西洋上一个非常神秘的地方失踪的，在这里已经发生了许多奇怪的事 件。这种神秘现象在1945年之前很久就已经出现了，而且自那一年以来，又有许多其他船只和飞机在这一地区失踪。这一地区被称为百慕大三角，是大西洋上一个巨大的三角形海域， 其北端是百慕大岛。 8 飞机和船只在世界的其他地方也会失踪，但是百慕大三角发生的失踪事件要比其他地区 多。多年来科学家们和其他人士对这一神秘现象感到困惑不解。人们做了许多努力，试图解释为什么有这么多的人、飞机和船只在这里失踪。 9 作家约翰·斯宾塞认为，这些船只和飞机被来自另一行星上的飞碟或不明飞行物从海上和 空中劫走了。他的看法是，既然宇宙里有数百万其他行星，那么在宇宙中的某些地方肯定存 在其他有智慧的生物。这些生物喜欢收集人类及其设备，以便仔细观察研究。 10 另一种理论认为，该地区的地理状况是造成船只和飞机失踪的罪魁祸首。百慕大位于地 震带。水下地震导致巨浪突然涌现。这些波浪如此巨大，足以将船只撕成碎片。在空中，由 于突然出现的强风，飞机也会遭遇到类似的厄运。 11 和第19飞行分队一样，许多船只和飞机也曾报告说, 他们的磁罗盘在百慕大三角海域失灵。通常磁罗盘指向磁北极。但是在地球上有两个地方罗盘刚好指向真北，百慕大三角就是其中之一。因此，这一地区的磁性有些怪异。 12 许多人认为这些解释难以置信。而最新的一种理论具有科学根据，因而比较可信。百慕 大海底甲烷的发现促使科学家麦克维尔博士思考如何解释这些神秘现象。（他认为）有时大量甲烷气体会从海底逸出，升入空中。这可能在海面产生巨浪从而使船只沉没。甲烷和空气混合还可能引起船上发动机停转或者起火。同样，甲烷与空气的混合物升入空中会引起飞机 发动机停转或爆炸。而爆炸会把船只或飞机炸成极小的碎片。 13 这一最新理论仍有待证实，但它似乎给第19飞行分队以及所有其他的飞机、船只和人员 为什么会在百幕大三角失踪提供了一种更好的解释。
Unit 1 Growing up Text A Writing for Myself I. Teaching Plan 1.Objectives 1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence); 2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Time allotment 3. Pre-reading tasks 1)Have you listened to John Lennon's Beautiful Boy? (2 minutes) The teacher (T) may ask several students (Ss) this question: __What does Lennon think of growing up? (Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.) 2)The art of eating spaghetti (15 minutes) a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork). b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.