教案
课程名称新生代英语高级教程2课时
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教材《新生代英语高级教程2》
1
教学计划教学
单元
Unit1“My schedule is crazy.”单元
主题●Studying
课时
安排
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教学内容
●Show Time
“My schedule is crazy.”
●Reading
How to stop procrastinating?
●Chat Time
I aced my chemistry test.
●Writing
A schedule
●Grammar
Tag questions
●My Story
Schedules and routines
教学目标教学活动建议
Warm-up To get students to talk
about the main topic
of this unit in a
comfortable and
relaxed manner
●Focus students’attention on the learning
goals for the unit and explain that the
focus of this unit is on time management.
●Ask students to look at the picture and to
describe what they see.(A student is
working on an assignment very late at
night.)Read the words in the boxes aloud,
modeling the correct pronunciation and
eliciting their meanings.Give students
several minutes to complete the passage.
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●Nominate students to read the passage
around the class.Ask students:Do you
have a schedule as busy as this?What’s
your schedule like?
Vocabulary Builder A and B
To teach students new
vocabulary related to
studying ●Have students listen and repeat the words
and the expression,teaching the definition
for each one.You can check their
comprehension by asking questions,such
as:What is another word for homework?
(assignment)What is the verb we use to
describe missing a class?(skip)What is
another word for student accommodation?
(dormitory)
●Once students seem comfortable with the
new words and the expression,have them
complete Exercise B and then switch
books.Go through the answers,calling on
different students each time.Correct any
errors.
●If you want to,you can start each class
with a short spelling test,which works
quite well as a warm-up.
C
To improve students’listening and comprehension skills
●Tell students they will hear a conversation
between a man and a woman who are
discussing their semester schedules.
●There are a few words in the conversation
you may need to teach.They are physics,
elective and Shakespeare.Write these
three words on the blackboard.Ask
students:Which one is a famous writer?
(Shakespeare)You can also ask students
to tell you the names of some famous
Shakespeare plays.Then ask students:
Which one is a kind of science?(physics)
You may want to add that Newton is the
most famous figure in the history of
physics.Students will probably have heard
of the story of an apple falling on his head.
Tell students that we use elective to talk
about subjects that we choose.Ask
students if they have any elective classes.
●Play the audio,twice if necessary.Pause
the audio so that students have time to fill
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in the blanks.
D
To improve students’speaking and comprehension skills ●Read the rubric aloud and check that
students understand the task.
●Organize students into pairs.Challenge
them to see who can be the first to
complete the puzzle,but don’t allow fast
finishers to reveal their answers to their
classmates.
●As a possible extension task,get students
to write sentences about themselves
containing the words from this activity.
Show Time A
To teach students
speaking skills
through the use of
pictures ●Tell students to look at the pictures and
ask some basic comprehension questions,
such as:Who are these people?Where are
they?What are they doing?
●Ask students to guess what happened in
this video and to match the pictures to the
sentences according to their own
understanding.
●Have students watch the video in its
entirety.Ask them to check their answers
with a partner.
B,C and D
To improve students’listening comprehension through the use of video ●For Exercise B,ask students to read
through each statement and to decide if it
is true or false.
●For Exercise C,play the video again.Have
a pair of students read out the conversation
with one student playing the role of Hector
and the other as Naomi.For an extension
activity,you can also have students rewrite
the conversation,using the words and
expressions learned in this unit.
●For Exercise D,have students read
through each sentence and choose the
correct word or expression.
●Check the answers for Exercises B,C,and
D.Students can exchange books and listen
as you go through the answers.
Reading A and B
To improve students’
reading
Exercise A
●Ask students to describe the picture.Then
read the headline aloud.If students don’t
know the meaning of the word
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comprehension procrastinating,tell them to guess what
they think it means.Elicit that
procrastinate means putting off doing
something until a later date.Ask students
to tell you whether or not they
procrastinate and get them to describe the
situations in which they are most likely to
procrastinate.
●Give students several minutes to read the
text.Encourage students to refer to
WORDS&EXPRESSIONS.
●Ask students to complete the exercise.
Allow them to check their answers with a
partner before conducting class feedback.
Exercise B
●Get students to look at the statements.
They should then read the text again,and
decide whether the statements are true or
false.
●Check answers around the class.
C,D and E
To review the useful words and expressions
Exercise C
●Challenge students to see who can be the
first to match the words to the definitions.
●Fast finishers should write sentences
containing the words in the left column.
They should then blank out the words and
read the sentences aloud to another fast
finisher,who should listen and provide the
missing words.
●Check answers orally,focusing on correct
pronunciation of the words.
Exercise D
●Read the words and expressions in the
boxes aloud.Ask students to complete the
sentences.Allow them to check their
answers with a partner before reading the
sentences around the class.
●Personalize the new language by asking
students questions,such as:What
best-selling books have you read?When
you make a plan,do you find it difficult to
stick to it?When were you last tempted to
procrastinate?
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Exercise E
●Focus students’attention on the Bingo
grid and check that they understand the
rules of the game.
●Ask students to write the words into the
blanks.
●When everyone is ready,play the audio of
the definitions.
●When someone calls out“Bingo”,see if he
/she can remember the definitions for the
words in their row.
Beyond the Text
To improve students’critically thinking ability and encourage them to learn a lesson from the text Exercise A
●Read what Olivia says to the class.Then
get a student to read the advice aloud.Ask
students whether or not they agree with the
advice,and whether they have any
different or better suggestions.
●Focus students on what Nick says.
Organize students into pairs and get them
to discuss what advice they would give
Nick.After they have shared their ideas,
get a few students to report back.
Encourage the rest of the class to give
feedback on each other’s advice. Exercise B
●Give students several minutes to read the
quotes and sayings.Allow them to ask
questions about any new or unfamiliar
words.
●Organize students into pairs to complete
the task.Monitor as students share their
ideas,offering support where necessary.
Chat Time To improve students’
listening,speaking,
writing and acting
skills through the use
of conversation
Exercises A&B
●For Exercise A,explain to students that
they will hear a conversation in which a
man and a woman discuss midterm tests.
Introduce the key words and expressions
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
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Writing To improve students’
writing skills and
learn to write a
schedule
Exercise A
●Tell students that they are going to put
some of the skills they have learned in this
unit into practice,by writing a schedule.
●Give students several minutes to skim the
notes and to match them to the schedule
entries.
●Allow students to check their answers with
a partner before conducting class
feedback.
Exercise B
●Focus students’attention on the headings
and elicit their meanings.
●Read the rubric aloud and challenge
students to see who can be the first to
complete the task.
●Check answers orally.For each heading,
studying using the questions in Exercise B.
●Have students read through LANGUAGE
NOTE,which teaches the idiom“to turn
over a new leaf.Ask students:Have you
ever turned over a new leaf?What did you
want to change?Were you successful?
Why(not)?
Exercise C
●Read the rubric aloud and direct students’
attention to the clues.As a class,read
through the expressions in Useful
language,focusing on the correct
pronunciation,sentence stress and
intonation.
●Organize students into pairs and get them
to work on their role-plays.Circulate as
students do this,listening and making
notes of any examples of good language
you hear or any issues students need help
with.
●Nominate a couple of confident pairs to
perform their role-plays to the rest of the
class.Conduct class feedback,taking time
to discuss any issues you have observed
and any examples of good language and
communicative skills.
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ask students to suggest a couple more
possible schedule entries.
Exercise C
●Get students to look at Kara’s schedule.
Read the rubric and make sure students
know they should only write the most
important information.
●Do the first schedule entry in Exercise B
together,as an example.Students should
complete the rest of the task alone.
Monitor,offering support where
necessary.
●Bring the class together again.Go through
the schedule,asking students to tell you
what they wrote and where they wrote it. Exercise D
●Ask students:What do you need to do this
week?Ask them about their daily life,
school and their part-time job.Tell
students about some of the things you need
to do this week.
●Get students to make notes under the
headings.Ask a couple of students to
report back on what they have written. Exercise E
●Get students to put their notes into the
schedule.Remind them that they only
need to write the most important
information.
●Monitor as students complete the task,
offering support where necessary.
●When students have completed the task,
display the schedules on the screen and get
students to look at each other’s schedule.
Ask students:Who has the busiest
schedule?
Grammar To teach students how
to use tag questions
Exercise A
●Start by explaining that tag questions are
used in two situations.In the first
situation,you are not sure something is
true,but want to make sure.In this case
when you speak,your voice will rise.
Write an example on the blackboard,such
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as:You aren’t my student,are you?↗
●Explain that we also use tag questions
when we want to confirm something we
know is true.
●In this case,your voice will go down when
you speak.Write an example on the
blackboard,such as:You don’t have a
sister,do you?↘
●Once students seem comfortable with the
grammar,have them complete the exercise
and then switch books to correct their
mistakes.
Exercise B
●Ask students to look at the picture and to
describe what they see.(A sleepy boy who
is finding it difficult to get up for school.
His mom is making breakfast for him.)
●Elicit when we use tag questions.(When
we want to check conversation or elicit a
response from our conversational partner.)
●Read the rubric https://www.doczj.com/doc/e95340265.html,plete the first
tag question together with students as an
example.
●Get students to complete the rest of the
conversation.Allow them to check their
answers with a partner before choosing
two confident students to read the
conversation aloud to the rest of the class. 9
My Story To improve students’
listening
comprehension and
speaking ability
through the use of
video Exercises A&B
●Tell students that they will see a video in
which real people talk about what they do
in their free time.
●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 video
if necessary.
●Check students’answers,correcting any
mistakes.
Exercise C
●Give students several minutes to read the
questions and to think about their answers.
●Organize students into pairs.They should
take it in turns to ask and answer the
questions.
●Circulate,encouraging students to use
some of the new words and expressions
they have learned in this unit.
●Ask a few students to report back on their
discussions.Write down any new
language on the blackboard.
课后学习设计
作业◆Finish all the exercises in Unit1.
◆Read the text in this unit again and try to
summarise its content.
◆Write a schedule.
课后总结与反思
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补充教学资源
Vocabulary Builder
参考译文
蒂姆：嗨，希拉里。这学期你的课程安排如何？
希拉里：让我想想，课程表在这儿了。看起来这学期会很忙。周二和周四上午有数学课。周一、周三和周五下午有物理课。这两门是
我的必修课，因为我学的是物理专业。
蒂姆：那选修课呢？你还有其他课程吗？
希拉里：有，我有一门罗马史选修课，每周五上午上课。你呢，蒂姆？
你这学期的课程安排如何？
蒂姆：简直让我抓狂！每天我都有英语课。目前我还在上一门关于莎士比亚的课。他是我最喜欢的作家。这学期将会很忙。
希拉里：你说的一点儿没错。
Show Time
参考译文
桑切斯夫人：嗨，亲爱的。学得怎么样？
赫克托：说实话，妈妈，不怎么样。
桑切斯夫人：真的吗？出了什么问题？是漏掉了什么作业吗？
赫克托：不是，妈妈。问题在于这噪音。噪音太大，我无法集中
精力。
桑切斯夫人：哦，抱歉。但你也知道你老爸，他觉得自己耳背，所以
他总是把音量调到最大。
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赫克托：我知道。只是这让我很难集中精力，仅此而已。
桑切斯夫人：好吧。我们会尽量把声音调低。维克托！把电视声音调
小点。你儿子正努力学习呢。
赫克托：喂？
娜奥米：是你吗，赫克托？出什么事了？
赫克托：没事，只是……刚刚我正在用功学习！
娜奥米：好吧，打扰了！今天你过得肯定很糟吧。
赫克托：是的，可以这么说。我不得不在我家厨房学习。
娜奥米：这是为什么？
赫克托：我的父母！他们在看电视的时候喜欢把音量调得很大。
这让我很难集中精力。
娜奥米：听起来你需要一个更安静一点的地方学习。
赫克托：是的，你说的一点儿没错。
娜奥米：去图书馆学习怎么样？
赫克托：这个想法不错。但什么时候去？我的课程可是很多的！娜奥米：我也是。就是因为这样合理安排时间才变得更加重要。赫克托：你是怎么做到的？
娜奥米：首先，我为自己制定了一个时间表。
赫克托：你做了个时间表写着你在什么时间去什么地点学习？
娜奥米：是的，我真的是这么做的。这会很有帮助。比如，在周
二和周四的四点到六点，我在图书馆学习。周五上午，
我在这儿，也就是在家学习。每周我都按着时间表进行，
风雨无阻。
赫克托：这听着跟上班差不多。
娜奥米：这确实跟上班差不多。这个比喻很贴切。你上班肯定不
会迟到，对吧？
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赫克托：当然不会！
娜奥米：而且你也不会旷工一天不去工作。以同样的方式对待你
的学习，你的成绩就会提高。
赫克托：这个建议很棒，谢谢。
娜奥米：那么，现在你知道你要做什么了！那就去做吧！如果你
能合理安排时间，你会感觉自己做事更有成效。相信我。赫克托：我会尝试一下。反正也没什么好损失的了，对吧？
娜奥米：祝你好运。以后跟我说说你进行得如何。
赫克托：我会的。回聊。
赫克托：娜奥米：喂，娜奥米。怎么了？
哦，有件很重要的事忘记告诉你了。
赫克托：是吗？什么事？
娜奥米：别忘了也要为你的朋友抽出些时间！
赫克托：这对我来说可是最重要的事！
语言解析
1So he turns the volume up all the way!
所以他总是把音量调到最大!
1)turn up：
1to make a machine such as an oven,radio etc.produce more heat,sound
etc.开大，调高（机器的热度、音量等）
e.g.Turn the oven up to220℃.
把炉子温度调高到220摄氏度。
2to suddenly appear after having been lost or searched for突然露面，重新出现
e.g.I couldn’t find my watch for ages,but then one day it turned up in a
coat pocket.
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我有好长时间找不着手表了，但有一天它突然从一件外衣口袋里
冒了出来。
2)turn down:
1to make a machine such as an oven,radio etc.produce less heat,sound
etc.调低（机器的热度、音量等）
e.g.Can you please turn the TV down?I can’t hear myself think!
请你把电视的声音关小一点行吗？我没法静下心来思考！
2to refuse an offer,request,or invitation拒绝（提议、要求、邀请等）
e.g.She has turned down offers from several different law firms.
她拒绝了好几家不同的律师事务所的聘请。
2What about studying at the library?
去图书馆学习怎么样？
what about doing something：used to make a suggestion提出建议、询问消息或征求意见时使用，意为“……怎么样”：
e.g.What about(going for)a walk?
去散散步怎么样？
What about his qualification for the position?
他担任这职务够格吗？
3Yeah,you could say that again.
是的，你说的一点儿没错。
“you could say that again”在口语中是比较常见的表达方式，意为“你说的没错/你说的完全正确/你说的对极了/我完全同意你的观点”等：
e.g.—It’s a super-hot day!
—Yeah,you could say that again!
—今天可真热！
—是的，你说的一点儿没错！
4You write a schedule showing when and where you’re going to study?
你做了个时间表写着你在什么时间去什么地点学习？
1)showing：现在分词作后置定语修饰schedule。
e.g.There is a lady asking to see you.
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有一位女士要求见你。
The girl sitting by my side is my cousin.
坐在我旁边的是我表妹。
2)更为常见的是现在分词做前置定语，有些现在分词已经变成形容词。
e.g.There were growing doubts about the victory statement.
越来越多的人对这胜利的声明表示怀疑。
5And you wouldn’t skip a day of work,either.
而且你也不会旷工一天不去工作。
skip：v.
1)to not to do something that you usually do or that you should do故意略去，
有意不出席（会议等）
e.g.skip breakfast/school/a meeting
不吃早饭/逃学/逃会
He skipped work again.
他又旷工了。
2)to move forwards with quick steps and jumps蹦跳着走
e.g.Maria skipped along at her mother’s side.
玛丽亚在她妈妈身边蹦蹦跳跳地向前走。
6What have I got to lose,right?
反正也没什么好损失的了，对吧？
1)动词不定式作定语：
e.g.I’ll go and get something to drink.
我去找点饮料。
He is a nice man to work with.
他是个好共事的人。
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2)部分名词后常可用不定式作定语，常见的能跟不定式作定语的名词有：
ability,attempt,chance,courage,determination,effort,failure,intention,
need,opportunity,plan,right,time等。
e.g.I haven’t had chance to think yet.
我还没有时间考虑。
You have no right to do such a thing!
你没有权利这样做！
Reading
参考译文
如何摆脱拖延症
有时我们都会遇到这种情况：最后期限就在眼前，但你不仅没在工作，反而在浏览脸书或是在网上购物。这就是拖延症的表现，它会影响到我们每一个人。那么如何才能摆脱拖延症呢？
当一项任务看起来很艰巨或是不可能实现时，我们经常会去拖延时间。尝试把任务分解为比较小的几个部分。例如，与其想着“我要在今晚10点之前写完论文，”不如告诉自己，“我计划列个简短的大纲，往里面填充内容，然后去查找引文。”另一重要因素是你所处的环境。如果在你工作的地方有很多让你分心的事物，这会很容易诱使你去拖延时间。在你工作的地方有可能会让你分散注意力的事物吗（比如电视）？
制作一张写有目标和最后期限的时间表是帮助你摆脱拖延症的好方法。但重要的是你所设定的截止日期是能够实现的，这样你才能保证恪守期限。
有的人喜欢等到一个合适的时机才开始工作，然而最合适的时机往往是现在。尝试一下“两分钟法则”来帮助你着手处理工作。这个想法来自戴维·艾伦的畅销书《尽管去做——无压工作的艺术》。书中说到如果做一件事用不了两分钟，比如饭后洗碗，那么你现在就应该去做。
所以你还在等什么？从今天开始照着这些提示来摆脱拖延症吧！
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语言解析
1.We often procrastinate because a task seems too big,or impossible to achieve.
当一项任务看起来很艰巨或是不可能实现时，我们经常会去拖延时间。
procrastinate:v.to delay doing something that you ought to do,usually because you do not want to do it耽搁，拖延
e.g.People often procrastinate when it comes to paperwork.
遇到文书工作，人们常常会拖拖拉拉。
2.I’m going to make a short outline,fill that in,and then look for quotes.
我计划列个简短的大纲，往里面填充内容，然后去查找引文。
1)outline:
1n.the main ideas or facts about something,without the details刚要，要点
e.g.A debt reduction scheme was agreed in outline(=people agreed on
its main points).
债务削减计划大致已经商定。
2v.to describe something in a general way,giving the main points but not
the details概述，提出……的刚要
e.g.The new president outlined plans to deal with crime,drugs,and
education.
新总统概述了解决犯罪、毒品和教育问题的计划。
2)quote:
1n.a sentence or phrase from a book,speech etc which you repeat in a
speech or piece of writing because it is interesting or amusing引文，引
语，引用
e.g.The article starts with a quote from unnamed member of the Cabinet.
文章的开头引用了一位未透露姓名的内阁成员说过的话。
2v.to repeat exactly what someone else has said or written引用，引述
e.g.She quoted from a newspaper article.
她引用了报纸上一篇文章的内容。
3.If there are too many distractions in your work space,you may be tempted to
procrastinate more.
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如果在你工作的地方有很多让你分心的事物，这会很容易诱使你去拖延时间。
1)distraction:n.something that stops you paying attention to what you are doing
使人分心的事物
e.g.I study in the library as there are too many distractions at home.
我在图书馆学习，家里分心的事太多。
2)tempt:v.to make someone want to have or do something,even though they
know they are really should not诱惑，引诱，诱使
e.g.If you leave valuables in your car,it will tempt thieves.
如果把贵重物品留在车上，会招来小偷的。
4.However,it is important to make your deadlines realistic so that you can be
sure you’ll stick to them.
但重要的是你所设定的截止日期是能够实现的，这样你才能保证恪守期限。
stick to:to do or keep doing what you said you would do or what you believe in, even when it is difficult遵守，坚持
e.g.Have you been sticking to your diet?
你是否在坚持节食？
It looks as if Nick will stick to his word this time.
看来这一次尼克好像要说到做到了。
18
Chat Time
参考译文
詹姆斯：你期中考得怎么样？
温迪：非常好。我化学考得很棒。
詹姆斯：那太好了。
温迪：其他科目的成绩也还可以。你呢？
詹姆斯：不太理想。考试前我在图书馆通宵学习，结果在考场上我累得无法思考。
温迪：你不应该临时抱佛脚。每天都学一点，这样更好。
詹姆斯：我知道，我那样做太愚蠢了。我跟我的导师谈过了，他说我应该更加合理地规划自己的时间。
温迪：那么，你为什么不那样做呢？
詹姆斯：我刚加入了一个互助会。最近活动特别多。
温迪：我明白了。这样的话，你最好做出一些调整。取得优异的成绩还是非常重要的。
詹姆斯：确实如此。这学期我准备从头来过。
温迪：祝你好运。如果你需要学习上的伙伴，可以告诉我。
詹姆斯：谢谢，我会的。
19
My Story
参考译文
朱莉安娜：我每天早上7点起床。然后冲澡、刷牙。我吃过早饭后开
车去上班。
雨盛:我妹妹在纽约大学念书。她学的是心理学。她每天早上起
床、吃早饭，然后去上课。
哈娜：我妹妹是个学生。她每天早上9点起床，洗漱完以后去学
校。放学后她要参加排球队的训练，然后她回家学习、吃
饭，最后睡觉。
乔纳森：我常常花两个小时练习打鼓。接着，实际上在一天结束的
时候，我要么……我通常会看电视或者玩一些电子游戏，
然后去睡觉。
亚历杭德拉：下班后，我有时会回家，有时跟朋友见面。同样，有时我
会去约会。
20
Unit 6 I. Background to Text 1 Family is considered to be the “cell” of society. It is a group of people related to each other by blood or by marriage. There are extended families—a large group of relations living together or in close contact with each other. In such a family, usually several generations live under the same roof, including grandparents. On the other hand, there are “nuclear” families, consisting of parents and children. In some societies an extended family consists of a large group of people of different generations closely or distantly related, depending on each other for economic support and security. In others, even nuclear families can be very large with many children. In different countries, there are different policies for family size, and people take different attitude towards it. For instance, in some developed countries, people tend to marry late and have fewer children. Some governments have to give incentives to encourage births. However, in some developing countries, where people tend to have more children and population is growing so fast that it hinders the economic development and keeps the living standard low, governments are forced to formulate policies to limit family size. Of course, people still do not agree as to the matter of family size because there are a lot of factors involved such as economy, religion, cultural tradition, education and even politics. There are indeed advantages and disadvantages to have a number of brothers or sisters. This text is a narration of the experience by a young woman who was brought up with six other brothers or sisters. In her opinion, having a big family is a bad thing, for there is always competition among the brothers and sisters for things. They fight for better beds, for better places to watch TV, for own favourite TV programmes and for parents? care. They have no privacy, no peace and quiet because of too many friends (each has friends of their own) and pets and so on. For parents,
Book 2 Chapter 1 The Population Today we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population. First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that percent of the population is white, whereas percent is black. Three percent are of Asian origin, and 1 percent is Native American. percent of the population is a mixture of two or more races, and percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, percent; black, percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, percent; and of some other race, percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, percent are from Mexico. The next largest group, from the Philippines, number percent. Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in
Unit 1 I. Background to Text 1 The Natural Trust: A UK charity (i.e. a non-profit organization) founded in 1895 with the full name of Places of Historical Interest and Natural Beauty. The Trust owns historic buildings, gardens and land, which it opens to the public. Text I is taken from the Trust’s own magazine, issued to its members. The writers are 17-18-year-old students. Environment:The combination of external conditions that surround and influence a living organism, including light, temperature, availability of food and water, climatic conditions, geographical area, pollution by chemicals, radiation, noise, etc., the presence of other organisms possibly competing for the same resources, and the physical and chemical nature of the immediate surroundings, e.g. soil, sea water. The environment of human beings also includes social, cultural, economic and political factors, and the room, building, town, region, or country in which a person lives. II. Detailed study of the text 1. As young people we have a vested interest in…(L.1) vested interest: (often derog.) a share or right already held in something that is of advantage to the holder; used to show a good reason for someone to act in a particular way 2. …all the complexities of the issues involved…(L.3) 1) complexity: used both countably and uncountably to show (an example of) the state of being complex, e.g. the complexities of tax law; a diplomatic problem of great complexity 2) issue: an important subject to be discussed, argued about or determined …the issues are very complex, involving many different factors… 3. ...it is vital to conserve the countryside… conserve: preserve; keep from being wasted, damaged, or destroyed 4. Although we often take the beautiful rural scenery of North Devon for grant ed, we want to maintain the kind of diversity of landscapes…(L.6) 1) take sth. /sb. for granted: accept a fact or situation without questioning its rightness or thinking much about 2) maintain:continue to have, do etc. as before; keep something in good condition by making repairs or taking good care of it 3) diversity: variety; the condition of being different 5. …at the invitation of the National Trust. (L.9) …invited by the National Trust 6. The patchwork quilt of fields…(L.9) The fields of different s izes and colours looking like a patchwork quilt… 7. …probably at the expense of some of the least productive farmland. (L.14)
教案 课程名称新生代英语基础教程2 课时____________________ 班级____________________ 专业____________________ 教师____________________ 系部____________________ 教研室____________________ 教材《新生代英语基础教程2》
Family Show Time “Where are you from?”Reading Why is it called a honeymoon? Chat Time The rest is history. Writing Family tree Grammar The possessive ’s My Story Family main Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions suc h as “How many people are in your
Have the students listen and repeat the words. Use descriptive sentences to teach the family member words. For example, you can say “Your uncle is your mother or father’s brother.” “Your aunt is your mother or father’s sister.” “Your cousin is your uncle or aunt’s child,” and so on. A simple family drawn on the board can often help students to understand this. They may find it interesting to see your family tree, if you don’t mind sharing it with them. For the word frame, you can see that it is something we put around important pictures. You can then ask students if they have any framed photos in the class. You can also teach that we use the words married and single to descr ibe someone’s relationship status. Ask “Have you been to a wedding recently?” “Who got married?” For Tell the students they will hear a conversation between a radio host and a celebrity (Anna). Now listen to the conversation and have students complete the sentences.
Unit 2 I. Background to Text 1 biography: an account of a person’s life, usually written by someone else and published or intended for publication. As a literary form it has become increasingly popular since the second half of the 17th century. It was rare before. The origins of biography are to be found in the early accounts of monarchs and heroes, for example in the Greek, Celtic and Scandinavian epics and sagas. During the Middle Ages there little biography. But at the renaissance biography, like autobiography—written by oneself acquired considerable interest. The 17th century was the most important period for the development of English biography. Since the 1950s the art of biography has burgeoned, and biography has become a major publishing industry. Scores of new biographies have been written each year. There is a vast quantity of historical and political biography, and majority of those have become prominent in the performing arts and in sports. Literary biography has become immensely popular. Literary biography is usually long and reads like novels. Most of the biographies such as we see in encyclopedia are condensed, recording only the most important events or achievements which the subject is remembered for. II. Detailed study of the text 1. …“one of the great names in the history of human thought,”… (L.4) one of the great thinkers in human history… 2. grammar school (L.12): formerly a English secondary school emphasizing the study of academic rather than technical subjects 3. He was considered a poor student (L.13). He was thought of as a student who did badly in his study. This implies that it was not true since he turned out to be a great scientist. 4. sundial (L.16): an instrument that uses sunlight to tell the time, by the changing position of the shadow that a vertical arm that casts on a horizontal plate with graded markings 5. He showed no exceptional ability during his college career, and was graduated in 1665 without any particular distinction. (L.19) As a college student he did not show any special ability and graduated like anybody else without special honours. 1) exceptional: (adj) unusually good; outstanding 2) distinction: special consideration or honour 6.…as a fellow of Trinity College…
Let me begin the lecture today by asking, "What exactly is culture?"This question has been approached by anthropologists in many different ways. Murdock, for example, in Outline of World Cultures,produced what many have called the ultimate laundry list of thingscultural by naming 900-odd categories of human behavior. I won'tattempt to go into these at this time. Another less lengthy list is thefamous "grocery list" of Edward B. Tyler. He wrote, "Cultureis that complex whole which includes knowledge, belief, art, morals,custom, and any other capabilities and habits acquired by man as a member of society." But another definition of culture that many find useful is, "the totality of learned, socially transmitted behavior." Obviously this definition leaves out much if we feel obligated to include all the ways of life that have been evolved by people in every society. A particular culture, then, would mean the total shared way of life of a given group. This would include their ways of thinking, acting, and feeling as reflected in their religion, iaw, language, art, and customs, as well as concrete things such as houses, clothing, and tools. Cultural anthropology is the study of cultures-living and dead. In its totality, it includes linguistics, the study of speech forms, archaeology (the study of dead cultures), and ethnology, which is the study of living cul- tures or those that can be observed directly. Why study cultural anthropology? One reason noted by Ruth Benedict, another well-known anthropologist, is that the story of humanity from the Stone Age to the present is such a fascinating one of cultural growth. Interestingly, every society has gone through three stages or steps of cultural growth. These are savagery, barbarism, and finally, civilization. The last is, of course, to varying degrees. We are often reminded of another compelling reason to learn about different cultures-to learn and use a foreign language effectively. Most of us realize that just knowing the language of another culture is not enough for meaningful communication. You can ask anyone who has tried to use their high school Spanish inside a Spanish-speaking country. Ned Seelye, in his 1993 book Teaching Culture, lists six skills to nurture and support intercultural communication: Number 1: Cultivate curiosity about another culture and empathy toward its members.Number 2: Recognize that different roles and other social variables such as age, sex, social class, religion, ethnicity, and place of residence affect the way people speak and behave.Number 3: Realize that effective communication requires discovering the culturally conditioned images of people when they think, act, and react to the world around them.Number 4: Recognize that situational variables and conventions shape people's behavior in important ways.Number 5: Understand that people generally act the way they do because they are exercising the options their society allows for satisfying basic physical and psychological needs.And, finally, number 6: Develop the ability to evaluate the truth of a generalization about the target culture and to locate and organize information about the target culture from books, mass media, people, and personal observations. Culture and society must coexist. Without living together people cannot create a culture or way of life. If a group or society is small, isolated, and stable, it might also share a single culture. For example, think of the Tasaday, allegedly a Stone Age people in the Philippine rain forest, who were discovered by anthropologists back in 1971. Aside note is that due to their supposed isolation, they had no weapons or known words in their language for "enemy" or "war." In your read- ing after the lecture, you'll learn more about the Tasaday and the conroversy surrounding them up to the present time. It is important to remember, however, that large societies, such as those in Canada, the United
高级英语视听说教程第 二册听力文本 SANY标准化小组 #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#
Book 2 Chapter 1 The Population Today we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population. First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that 75.1 percent of the population is white, whereas 12.3 percent is black. Three percent are of Asian origin, and 1 percent is Native American. 2.4 percent of the population is a mixture of two or more races, and 5.5 percent report themselves as “of some other race”. Let’s make sure your
unit1响尾蛇伤 我们在西波顿种植西瓜和香瓜供应市场。我家有一块瓜地和花圃在紧靠甘蔗地的谷仓背后。一天，我从工具棚里拿了把镰刀想去砍个西瓜自己吃。他们是不许我拿这把刀的，因为它的刀刃比我的胳膊还长。但它是切西瓜的最好工具。一刀下去，西瓜就一分为二了。 我正沿着瓜地边走边拍打着想找一个熟瓜，突然感觉脚好像被针一样的东西扎了一下。我为是踩在一堆蒺藜草上了。 转眼一看，却发现是一条响尾蛇。我知道响尾蛇在袭击之前都要发出响声以示警告的，而我对那响声的熟悉程度决不亚于我熟悉鹌鹑。后来我才明白它是没有时间警告，我肯定是一脚踩在它的嘴巴上了。我边往家飞奔，边大声喊叫，满脑子想的都是自己肯定要死了。妈妈赶快解下围裙用上面的带子绑在我的膝盖上部。她扶我到前屋的沙发上躺下，让玛莎照看我。当时在场的既没有一个男人也没有一匹马。最近的住宅是豪威尔先生家，但他家没有马。再远点的是吉姆·安德森家，穿过田地抄近路也有半英里的距离。妈妈冲向安德森家。安德森的一个儿子跳上马就直奔城里，在安德森家打工的克拉克的儿子用车把妈妈送回家。回到家，妈妈发现围裙带已被玛莎解开了，因为我直叫系得太紧。妈妈给我重新绑上，她用力很猛以致于我失声叫了起来。 然后，妈妈又到门廊朝那条通往城里的路张望。这条路位于安德森和豪威尔两家领地中间，一直延伸到小山顶端，因此从这里你可以看见所有路过的人或物。我总是远远就能辨认出我们的马车和汤姆，尤其是爸爸赶车的时候。这时，如果得到允许，汤姆就会因为急于吃到马槽里的东西而撒腿跑起来，爸爸也总是允许它这么做的。 赫伯·安德森的意见是首先找爸爸，如果他不在就找麦肯斯医生，再不成就找菲尔德或别的医生。 妈妈一边盯着看谁的马先出现，一边不时地进屋安慰我。 终于，妈妈说道：“你爸爸来了。” Read more 误解 这是个古老的故事，的确是要说到1864年的事。那时，英国军队驻扎在牙买加的一个团养了只官兵都喜爱的大猴子。那是只善于思考、极有主见的猴子，他的行为习惯和举止总是令军官们开心不已。他的居所对着军官食堂的窗户，尽管身上系着很长但不重的链子，他照样自得其乐，淘气逗人。比如有一天，他觉得一位年轻军官羞侮了他，便立即把食堂窗户敲得惊天动地。军官们只好把他的居所移到一个不太招眼的地方，但他依旧自娱自乐。任何活生生的东西，只要胆敢闯入他链长所及的范围内，就免不了被折腾得手忙脚乱一阵子。而那些倒霉的鸡鸭，却经常误入他的领地。那就会被他一下子抓住，有时竟被他扼杀，不过更多的时候，他都是恶作剧地对这些痛苦的阶下囚实施全身或半身拔毛手术，然后再放开。 然而，有一只鸡却让他突然强烈地喜欢上了。他是逮住了它，但他即不拔毛也不扼杀，反倒是百般怜惜、抚爱有加。这种毫无顾忌的举动使那只不幸的鸡恐怕是宁受拔毛之刑吧。猴子拧它，揉它，抚摸它，搂抱它，把它举得高高地，令它展翅起舞，又把它放开一会儿，可当它试图逃脱时又顽皮地将它两腿一抓。可那只鸡怎么地都不领情，反倒是完全误解了猴情猴意。但猴子却始终不渝，牢牢地紧握着这个心肝宝贝不放松。他满以为忠贞不渝的柔情蜜意即能赢得芳心归，没想到讨好卖乖了一番却不成功，因而更加大献殷勤：不一样地抚摸，更挚着地摩挲，更卖力地搓揉，还逗得它更欢快地舞蹈。可万分钟情也未能赢得回眸一顾。终于，在猴子极其亲昵的拥抱中，鸡给整死了，至死也未能理解猴的一片赤诚。 猴子处于极度悲伤之中。可想而知，他好不容易发现心爱之鸡，而这心爱之鸡未能回报丝毫之柔情，竟弃他而去！可悲复可怜！他开始着手祭奠的仪式，每一动作都表现出他沉痛
高级英语视听说教程1录音稿 Chapter 1 Napoleon：From Schoolboy to Emperor Napoleon was a French soldier who became emperor of France. He was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. N. wasn’t a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old, he joined the French army. In that year he began the military career that brought him fame, power, riches, and, finally, defeat. N. became a general in the French army at the young age of 24. Several years later, he became the emperor of the French Empire. N. was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N. won many, many military victories. At one time he controlled most of Europe, but many countries, including England, Russia, and Austria fought fiercely against him. His defeat – his end – came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army. The great French conqueror died alone -- deserted by his family and friends – in 1821. N. was only 51 years old when he died. Chapter 2 Pompeii：Destroyed, Forgotten, and Found Today many people who live in large metropolitan areas such as Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city noise and heat. Over 2,000 years ago, many rich Romans did the same thing. They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii. P. was a beautiful city; it was located on the ocean, on the Bay of Naples. In the year 79 C.E., a young boy who later became a very famous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He saw a frightening sight. It was a very large dark cloud. This black cloud rose high into the sky. Rock and ash flew through the air. What Pliny saw was the eruption – the explosion -- of the volcano, Vesuvius. The city of P. was at the foot of Mt. V.. When the volcano first erupted, many people were able to flee the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanic ash. The eruption lasted for about 3 days. When the eruption was over, P. was buried under 20 feet of volcanic rock and ash. The city of P. was buried and forgotten for 1,700 years. In the year of 1748 an Italian farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to excavate – to dig -- in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists from all over the world come to see the ruins of the famous city of Pompeii. Chapter 3 Lance Armstrong: Survivor and Winner Lance Armstrong was born on September 18, 1971 in a suburb of Dallas, Texas, called Plano. Lance began running and swimming competitively when he was only 10 years old. By the time he was 13, he was competing in triathlons and won the Iron Kids Triathlon. Lance’s mother, who raised L. mostly by herself, recognized and encouraged his competitive spirit. During his senior year in high school, L. was invited to train with the US Olympic cycling developmental team in Colorado. From that time on, L. focused completely on cycling. By 1991, L. was the US National Amateur Champion. He also won 2 major national races the same year -- even beating some professional cyclists. Although he was generally doing very well, L. had his ups and downs. In 1992, he was expected to do very well at the Barcelona Olympics, but finished in 14th place. This was a big disappointment. L. got over the disappointment and decided to turn professional. In his first professional race, the 1992 Classico San Sebastian, he ended up finishing dead last, 27 minutes behind the winner. L.’s mother continued to encourage L. through his difficult times. Things went much better for L. in the following years. In 1993, he was the youngest person to win the World Race Championships. In the same year, he entered the Tour de France for the first time. He won one stage of the race, but dropped out of the race before finishing. In 1995, he even won the Classico S. S., the race he had finished last in, in 1992. L. also won the most important US tournament, the Tour du Pont, 2 times, in both 1995 and 1996. By 1996, L. was ranked 7th among cyclists in the world, and he signed a 2-year contract with a French racing team. At that time, everything was looking very good for L.A.. However, everything changed dramatically and drastically in October of 1996, shortly after