Lecture 3 Classification and development of English vocabulary
新编英语教程3课件
Course outline
01
02
03
Unit 1
Introduction to the course and basic communication skills
Unit 2
Intermediate
communication skills
and
cultural
understanding
Unit 3
various methods, such as word formation, synonyms and
antonyms, and contextual learning.
Writing skills
Paragraph development
This module teaches students how to develop paragraphs by introducing a topic, presenting evidence or examples, and结论.
Writing Practice
Composition assignments
Students are given various writing assignments to practice their writing skills, including short essays, paragraph development exercises, and letter writing.
Peer review
Students are encouraged to review and provide feedback on each other's writing to improve their understanding of good writing practices and to learn from each other's mistakes and successes.
大学思辨英语教程精读3教师用书unit9
Unit 9 EducationUnit OverviewThe word "education" is derived from the Latin educare meaning "leading out" or "leading forth". This reveals one of the theories behind the function of education - of developing innate abilities and expanding horizons.The word 'education' is often used to refer solely to formal education. However, it covers a range of experiences, from formal learning to the building of understanding through day to day experiences. Ultimately, all that we experience serves as a form of education. Individuals can receive informal education from a variety of sources. Family members and society have a strong influence on the informal education of the individual.The goal of education is the transference of ideas and skills from one person to another, or from one person to a group. Current education issues include which teaching method(s) are most effective, how to determine what knowledge should be taught, which knowledge is most relevant, and how well the pupil will retain incoming knowledge. Educators such as George Counts and Paulo Freire identified education as an inherently political process with inherently political outcomes. The challenge of identifying whose ideas are transferred and what goals they serve has always stood in the face of formal and informal education.Text A“Hidden Curriculum” refers to the side effect of education -- lessons which are learned but not openly intended, such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. In “The Hidden Curriculum – A Teacher’s View”, John Taylor Gatto, from his own perspective, discusses various side effects of education in details.Text BIn “Education and Inequality”, Samuel Bowles and Herbet Gintis argue more explicitly that American schooling has more to do with maintaining existing social hierarchy.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities in autonomous learning in the following aspects.Reading skills:Distinguish between facts and opinionsMake appropriate inferences about what the author actually means to sayUse context to understand new meanings of familiar wordsCommunicative competence:Understand emotive tones when readingIllustrate one’s points with appropriate examplesIllustrate one’s points in a logical, structured mannerCritical thinking:Develop intellectual courage to express unpopular but rationally justified ideas Analyze and evaluate the author’s claims and arguments about the seven hidden lessonsView the issue of hidden curriculum from an alternative perspective and compare different perspectivesIntercultural competence:Identify similarities and differences between Chinese and American schoolingBe able to engage in self-reflection about education in ChinaTeaching strategiesText A discusses the “hidden curriculum” or side effects/problems in formal education from seven aspects – confusion, class position, indifference, emotional dependency, intellectual dependency, provisional self-esteem, and no place to hide. Since these problems are hidden in the formal curriculum and are discussed from the author’s own perspective, it would be rather difficult for students to fully understand these arguments. The teacher can start with the students’ own experiences in school in exploring each aspect. Students can also challenge the author’s views on this issue.Text B explores the general structure and trend of inequality in American education system and can serve as a supplementary reading to Text A. It will help the students to understand better the hierarchical structure in education that reinforces the inequality in the American society. The students can use the two texts in essay writing or presentation on the comparison between the American and the Chinese education.Further reading:Samuel Bowles; Herbert Gintis (2011). Schooling In Capitalist America: Educational Reform and the Contradictions of Economic Life. Haymarket BooksChristopher Winch and John Gingell (2008), Philosophy of Education: The Key Concepts (2nd edition). London: RoutledgeCoombs, P.H. (1985). The World Crisis in Education: A View from the Eighties. New York: Oxford University PressText APreparatory Work(1)Hidden curriculum is a concept that describes the often unarticulated and unacknowledged things that students are taught in school and is an important issue in the sociological study of how schools generate social inequality. For example, female students, students in lower-class families, or those belonging to subordinate racial categories, are often treated in ways that create or reinforce inferior self-images. They are also often granted little trust, independence, or autonomy and are thus willing to submit to authority for the rest of their lives. On the other hand, students who belong to dominant social groups tend to be treated in ways that enhance their self-esteem, independence, and autonomy and are therefore more likely to be successful.(2)Harlem is a large neighborhood in the northern section of the New York City borough of Manhattan. Since the 1920s, Harlem has been known as a major African-American residential, cultural and business center. For many decades, Harlem has been a center of controversy over the lower quality of public education in African American and lower-income communities in the United States. Hollywood is a neighborhood in the central region of Los Angeles, California. The neighborhood is notable for its place as the home of the U.S. film industry, including several of its historic studios. Its name has come to be a metonym for the motion picture industry of the United States. Hollywood is also a highly ethnically diverse, densely populated, economically diverse neighborhood and retail business district.(3)Assemblies are groups of people who have been elected to meet together regularly and make decisions or law for a particular region or country.Parents’ nights are evening events held in schools for parents to meet the teachers, peek into their children’s school performance and get acquainted with other parents. Staff-development days are days when staff are provided the opportunity to improve and increase their capabilities through education and training programs in the workplace, through outside organization, or through watching others perform the job. Staff development is also called professional development.A pull-out program is one in which gifted children are taken out of their regular classroom for one or more hours a week and provided with enrichment activities and instruction.(4)Main publications: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992); The Underground History of American Education (2001).The problems:1.It confuses the students. It presents an incoherent ensemble of informationthat the child needs to memorize to stay in school. Apart from the tests andtrials, this programming is similar to the television; it fills almost all the "free"time of children. One sees and hears something, only to forget it again.2.It teaches them to accept their class affiliation.3.It makes them indifferent.4.It makes them emotionally dependent.5.It makes them intellectually dependent.6.It teaches them a kind of self-confidence that requires constant confirmationby experts (provisional self-esteem).7.It makes it clear to them that they cannot hide, because they are alwayssupervised.His proposed solution:He promotes homeschooling, and specifically unschooling and open source learning.Critical ReadingI. Understanding the text1.(1) Gatto addresses the unwritten aspects of schooling, that is, the attitudes, values, and unwritten rules of behavior that schools teach other than the formal curriculum. Clearly the hidden curriculum focuses on the structure of schooling rather than its content. The lessons are not explicitly taught, but are implicit in school procedures and organization.(2) The first lesson he teaches is confusion. Consequences: 1. Students leave school with only a vague memory of some superficial jargons derived from economics, sociology, natural science, rather than genuine knowledge and genuine enthusiasm.2. Students do not have any idea of the system of knowledge, because things taught are unrelated to each other, lacking in logical coherence and full of internal contradictions.(3) By class position, Gatto means class hierarchy. Schools teach students to accept the status quo (para.8: at least to endure it like good sports), to know their place within the class hierarchy (Para. 8: …the kids can’t even imagine themselves somewhere else…; You come to know your place.) and to defer to their betters (…I’ve shown them how to envy and fear the better classes and how to have contempt for the dumb classes.)(4) The rule of the class bell at the start and end of lessons teaches indifference, as it suggests that no lesson is ever so important that it can carry on after the bell sounds, so why care too deeply about anything?(5) Gatto says that by using stars and red checks, smiles and frowns, prizes, honors, and disgraces, he teaches students to surrender their will to authority figures. He will permit an act he deems legitimate and exercise discipline for behavior that threatenshis control.When free will appears, he will decide whether to grant it or deny it based on whether the students have displayed good behavior or not, and he may withdraw the privileges as he likes. In this way he conditions the students to depend on his favors.(6)Teachers make sure that students are intellectually obedient by punishing deviants who resist being told what to learn and to think. They make sure that students wait for experts to make decisions for them. They will not let students’ curiosity take important place in deciding what to learn and when to learn, only conformity. Teachers have tested procedures to break the will of those who resist and guarantee intellectual obedience.Clearly, students trained in this way will out to be lacking in independent thinking, critical thinking, and problem-solving skills, mindlessly obeying the rules and the authority figures.(7)Because if kids are fully self-confident, it will be difficult to make them conform, as they will always assert their individuality. Besides, the world wouldn’t survive a flood of confident people very long, either. Self-confidence jeopardizes social conformity and social order.Schools teach provisional self-esteem by convincing the kids that their self-respect depends on expert opinion. They should be constantly evaluated and judged by certified officials.(8)Students are evaluated by the casual judgment of certified officials in the form of report cards, grades, and records, in which self-evaluation never plays a role. Report cards, grades and tests drive home the idea that children should not trust themselves or their parents but should instead rely on the evaluation of experts. They also help to create a perpetual feeling of dissatisfaction that a parent may have with the child, which clearly works to the advantage of the school.(9)The last lesson taught is that being under constant surveillance is normal. By way of homework, and by encouraging parents to file reports about their own children, the effect of surveillance is effectively transferred to the home environment. The effect of this “all-time” surveillance is that children lose their freedom and free time to learn something unauthorized from a father or mother, by exploration or by apprenticing to some wise person in the neighborhood.(10)“A different way” could mean unschooling or homeschooling.II. Evaluation and exploration(1)Gatto definitely means what he says by the “seven lessons”. The general tone isstrongly critical. Whether he goes to an extreme depends on personal view (with textual evidence). In fact, conflict theorists constantly stress that the hidden curriculum helps to perpetuate social inequalities. For example, in their highlyinfluential study of education in the U.S., Bowles and Gintis (1976) argued that a hidden curriculum exists within education systems, through which pupils learn discipline, hierarchy and passive acceptance of the status quo. Though Gatto did not take Marxist perspective, he reached a similar conclusion. In fact, one of the most controversial theorists to explore the consequences of the hidden curriculum is Austrian anarchist, Ivan Illich (1926-2002). He argued that schools, like prisons, have become custodial organizations because attendance is compulsory and young people are therefore ‘kept off the streets’ between early childhood and their entry into work. Since schools do not promote equality or the development of individual creative abilities, why not do away with them altogether in their current form? Illich advocated what he called the deschooling of society.(2)The answer depends on students’ individual understanding. The following two paragraphs (one from our text and the other from the original text) can be used to provide a hint to the students. Ask them to comment (whether they agree or not). What big ideas are important to little kids? Well, the biggest idea I think they need is that what they are learning isn’t idiosyncratic—that there is some system to it all and it’s not just raining down on them as they helplessly absorb. That’s the task, to understand, to make coherent.Meaning, not disconnected facts, is what sane human beings seek, and education is a set of codes for processing raw data into meaning. Behind the patchwork quilt of school sequences and the school obsession with facts and theories, the age-old human search for meaning lies well concealed. This is harder to see in elementary school where the hierarchy of school experience seems to make better sense because the good-natured simple relationship between “let’s do this” and “let’s do that” is just assumed to mean something and the clientele has not yet consciously discerned how little substance is behind the play and pretense.(3)Despite controversy over standardized tests, most schools in the United States use them for tracking. Tracking supposedly helps teachers meet each student’s individual needs and abilities. However, one educational critic, Jonathan Kozol (1992), considers tracking an example of “savage inequalities” in American school system. Most students from privileged backgrounds do well on standardized tests and get into higher tracks, where they receive the best the school can offer. Students from disadvantaged backgrounds typically do less well on these tests and end up in lower tracks, where teachers stress memorization and put little focus on creativity. The result is that students from lower social classes and minority groups are clustered in the lower tracks and complete fewer years and lower levels of school.Tracking can help match instruction with students’ abilities, but rigid tracking can have a powerful impact on students’ learning and self-concept. Young people who spend years in higher tracks tend to see themselves as bright and able; students in lower tracks end up with less ambition and low self-esteem.The negative effects of tracking can be reduced if the system of placement is flexible, allowing students to be placed in different tracks by subject matter and ensuring reevaluation of students frequently so that they are not locked into placements. (4)Reinforcing the existing social inequalitya)Through hidden curriculum, schools teach obedience to authority and conformityto mainstream norms, reinforcing acceptance of the status quo.b)Some students receive elite educations and others do not in part because of class,race, and gender differences. Because elite schools are very expensive and highly selective, elite members of society have the most access to them.c)Most schools in the U.S. practice tracking, sorting students into different groupsaccording to past academic achievement. Studies found that higher-income students tend to be in higher-track classes and lower-class and minority students in lower –track classes. It was further discovered that higher-track students were taught “a more independent type of thinking – self-direction, creativity, critical thinking, pursuing individual assignments, and active involvement in the process of learning.” By contrast, lower-track students were taught “a more conforming type of classroom behavior– working quietly, punctuality, cooperation, improving study habits, conforming to rules and expectations, and getting along with others.”Higher-income students were, in effect, taught to be high-paid professionals, while lower-class and minority students were taught to become low-paid manual workers.A path to upward social mobilityAmerican sociologist, Talcott Parsons, argued that a central function of education was to instill in pupils the value of individual achievement. This value was crucial to the functioning of industrialized societies, but it could not be learned in the family. A child’s status in the family is ascribed – that is, fixed from birth. By contrast, a child’s status in school is largely achieved, and in schools children are assessed according to universal standards, such as exams. According to Parsons, schools, like the wider society, largely operate on meritocratic basis: children achieve their status according to merit (or worth) rather than according to their sex, race or class. Though Parson’s view has been subject to much criticism, it is believed by some functionalist theorists that schooling increases meritocracy by rewarding talent and hard work regardless of social background and provides a path to upward social mobility.(5)Functional and conflict theorists view hidden curriculum in a different light. For functionalists, it is through the hidden curriculum that students learn the expectations, behaviors, and values necessary to succeed in school and society. For conflict theorists, the hidden curriculum serves to differentiate social classes: more is expected of members of elite classes, and they are given greater responsibility and opportunities for problem solving that result in higher achievement, whereas non-elite schools stress order and discipline over achievement obey.Although some behavioral norms such as conformity and obedience are essential for occupational success, in a classroom that is overly focused on obedience, students will be conditioned to remain quiet rather than creative. In our age of computers and other electronic technology, critical thinking, analytical skills and creativeness may be more important than conformity and obedience. So in regard to hidden curriculum, we should consider both its positive and negative sides.(6) The question is open to answer.(7)Advantages:a)Their curriculum—although it includes the subjects that are required by thestate—is designed around the students’ interests and needs.b)Homeschoolers receive intense, one-on-one teaching.c)Contrary to stereotypes, homeschooled children are not isolated. As part of theireducational experience, their parents take them to libraries, museums, factories, and nursing homes. Moreover, they develop social skills by associating with people of different ages and backgrounds rather than mostly with their peers. Disadvantage:a)Without official transcripts, home-schooled children may have some difficultiesbeing admitted by colleges.b)Home schooling reduces the amount of funding going to local public schools,which ends up hurting the majority of students.(8) one or the other; or both“The one continuing purpose of education, since ancient times, has been to bring people to as full a realization as possible of what it is to be a human being. Other statements of educational purpose have also been widely accepted: to develop the intellect, to serve social needs, to contribute to the economy, to create an effective work force, to prepare students for a job or career, to promote a particular social or political system…The broader humanistic purpose includes all of them, and goes beyond them, for it seeks to encompass all the dimensions of human experience.” —Arthur W. Foshay, “The Curriculum Matrix: Transcendence and Mathematics,” Journal of Curriculum and Supervision, 1991Maslow describes the self-actualized person as having full use and exploitation of talent, capacities, potentialities, etc. Every person is unique. Every person has individual needs, desires, dreams, hopes, fears, and aspirations. Every person is limited in his capacities, but it is not the job of the school to try and diagnose these capacities by means of some curve of normality and thereby deprive any person of the chance to develop those capacities to less than the maximum. The needs of the individual being paramount, it is conclusive that we must approach education with a school program that is geared to the needs, interests, and abilities of each of the students. This is exactly what is necessary: a separate curriculum for each studentwithin the school, a personalized program of study for each student.Language EnhancementI. Words and phrases1.(1)装配(n)(2)与会者，（为某一目的）聚集在一起的人(3)议事机构(4)集会，集合(n)(5)监控，管理(v.)(6)〔动用警察或军队〕对〔某地区〕实施管制，维持治安(v.)(7)供应，供给(n)(8)准备，防备(n)(9)（协议或法律中的）规定，条款(10)使习惯，使形成条件反射(11)影响(v.)(12)保养，养护(v.)(13)病弱者，伤残者(14)无根据的，无道理的(15)（法律上）无效的，作废的英文版本答案：(1)Used in “assembly line”, which refers to a system for making things in a factory inwhich the products move past a line of workers who each make or check one part(2) A group of people who have gathered together for a particular purpose(3) A group of people who are elected to make laws for a particular country or area(4)The right of any group to meet together in order to discuss things(5)To make sure that a particular set of rules is obeyed(6)To go around a particular area to make sure that nobody is breaking the lawthere(7)The act of supplying sb with sth that they need or want(8)Preparations or arrangements made to deal with sth that might or will happen inthe future(9) A condition in an agreement or law(10)To train sb/sth to behave in a particular way or to become used to a particularsituation(11)To have an important effect on sb/sth; to influence sb over a period of time sothat they do certain things or think in a particular way(12)To bring into a proper or desired state(13)A person who needs other people to take care of them, because of illness thatthey have had for a long time(14)Not based on all the facts, and therefore not correct(15)Not legally or officially acceptable2.(1) C (2) B (3) C (4) A (5) D(6) B (7) C (8) C (9) B (10) C3.(1) deem/consider(2) consider/deem (3) regarded/considered (4) reckoned (5) regarded(6) considered(7) intervened (8) interferes/intrudes (9) interfere (10) intervene (11) interrupted(12) intruding(13) reputation (14) prestige (15) fame (16) prestige(17) vanish/fade (18) disappeared/vanished (19) fades (20) fade4.(1) hinted at (2) rained down on (3) entail (4) conditioned to (5) on the grounds (6) wrestle; into line (7) fobbed; off on (8) exhort (9) a testimony to (10) looked on II. Sentences and discourse1.(1)Anyway, it is not my concern whether streaming students can really accomplishwhat is intended or why parents would allow their children to be streamed. My responsibility is to make sure that the students contentedly stay in a class with other students who have more or less the same study abilities.(2)Although different ability classes are generally designed in such a way that 99%of the children are bound to stay in their assigned class, I still make an open effort to urge the children to strive for higher levels of success in tests, hinting that if they can achieve that, they might be transferred from the lower class to ahigher one as a reward.(3)Teachers will not approve students’ free will in matters beyond their knowledge.They will only give students privileges, which they can withdraw, depending on whether the students have displayed good behavior or not.(4)If you do not keep the kids fully occupied with their homework, they are likely todiverge from the goal of our school education.2.(1) In 1976 he was found to be suffering from a spinal disease which was unrelated to the accident but which rendered him totally unfit for work.(2) The soldiers rendered great sacrifices during the disaster relief and set examples which other relief teams would like to follow.(3) At first, there wasn’t much evidence in the case in his favor. But his lawyer was so experienced that by patient questioning he managed to elicit enough information from the eyewitness(es).(4) The solution to the drug problem is not legalization, which would only perpetuate the addiction and all the drug-induced diseases and accidents.(5) Some high schools now strive to increase the number of students taking such courses, and this nationally certified program has been rapidly growing in popularity.(6) The constitution provides that no organization or individual shall in any way compel voters to elect or not to elect any candidate.(7) The key to the problem lies in that extreme concentration of income is incompatible with real democracy.(8) Before deciding whether world population growth is a curse or a blessing, we have to ask ourselves whether an extra person added to the planet uses more or less resources than he or she creates.(9) I hinted at his imprudence and folly in dealing with interpersonal relationships, but he did not take my hint.(10) According to materialism, matter is the fundamental and consciousness is derived from the material world, not the material world from consciousness.4.即使在最好的学校，仔细考察其课程及排列，就会发现存在着缺乏连贯性和诸多内部矛盾的现象，庆幸的是，当学校将这种总是违反自然规律和次序的课程当成优质教育来哄骗学生接受时，孩子们并没有相应的语言能力来表述他们的惊恐和愤怒。
大学进阶英语教材3答案
大学进阶英语教材3答案Unit 1: Global IssuesSection 1: Understanding Meaning1. Synonymsa) substantialb) domainc) detrimentald) enormouse) solely2. Antonymsa) scarcityb) unjustc) prevalentd) harmoniouse) intensifiedSection 2: Vocabulary Practice1. Collocationsa) implement measuresb) conduct researchc) establish relationshipsd) assert authoritye) disseminate information2. Word Formationa) globalizationb) industrializationc) urbanizationd) commercializee) democratizationSection 3: Reading Skills1. Main Ideasa) The article discusses the causes and consequences of air pollution.b) The main idea of the passage is that deforestation leads to an imbalance in nature.c) This text provides an overview of the effects of climate change on agriculture.2. Inferencea) The passage implies that the use of renewable energy sources can help reduce greenhouse gas emissions.b) It can be inferred that with the increasing population growth, demand for natural resources will continue to rise.c) From the passage, one can infer that deforestation contributes to the destruction of animal habitats.Section 4: Listening Skills1. Note-takinga) Limited job opportunities for graduates in the current economic climate.b) The speaker discusses various strategies for stress management among college students.c) The lecture provides an overview of the benefits of studying abroad.2. Paraphrasinga) The lecturer explains how social media platforms have revolutionized communication.b) The speaker discusses the negative effects of excessive screen time on children's development.c) The lecturer talks about the advantages and disadvantages of using technology in the classroom.Unit 2: Cultural DiversitySection 1: Understanding Meaning1. Definitiona) Cultural diversity refers to the coexistence of different ethnic, racial, religious, and social groups within a society.b) Cross-cultural communication involves interactions between people from different cultural backgrounds.2. Paraphrasinga) The author states that cultural diversity enriches society by bringing together various perspectives and experiences.b) The passage suggests that understanding and respecting cultural differences is crucial in fostering harmony.Section 2: Vocabulary Practice1. Word Familiesa) diversity (noun)b) diverse (adjective)c) diversify (verb)d) diversification (noun)e) diversely (adverb)2. Phrasal Verbsa) look down onb) get along withc) blend ind) stand oute) break downSection 3: Reading Skills1. Skimminga) The passage is about the cultural practices and traditions of indigenous tribes in South America.b) This text provides an overview of the history and significance of Chinese New Year.c) The article discusses the influence of Bollywood on Indian society.2. Scanninga) According to the text, the celebration of Diwali includes lighting oil lamps and fireworks.b) The passage mentions that St. Patrick's Day is celebrated on March 17th.c) The article states that Hanukkah is an eight-day Jewish festival.Section 4: Listening Skills1. Multiple Choicea) According to the speaker, globalization has led to the spread of cultural values and practices.b) The lecturer discusses the benefits of multiculturalism in promoting creativity and innovation.c) The speaker talks about the challenges of adapting to a new culture while studying abroad.2. Gap-fillinga) The interviewee emphasizes the importance of cultural sensitivity and respect when interacting with foreign colleagues.b) The guest speaker shares her experiences of living in a multicultural society and the lessons she has learned.c) The presenter highlights the positive aspects of cultural diversity in the workplace and its impact on productivity.Note: This practice answer key provides a general guide and may not include all possible correct answers. It is important to refer to the specific materials provided in the textbook for accurate answers.。
全新版大学进阶英语综合教程第3册unit 3
全新版大学进阶英语综合教程第3册unit 31. IntroductionWelcome to the third unit of the New Advanced College English Integrated Coursebook. In this unit, we will focus on various aspects of English language learning, including listening, reading, speaking, and writing skills. These skills are crucial for non-native English speakers to enhance their English proficiency and further their academic and professional goals.2. Listening SkillsDeveloping effective listening skills is essential for effective communication in English. In this unit, we will practice listening to various audio recordings, such as interviews, conversations, and presentations. These exercises will help improve your understanding of spoken English, as well as enhance your listening comprehension skills.3. Reading SkillsReading plays a significant role in language acquisition and expansion of vocabulary. In this unit, we will engage in reading exercises that will expose you to a wide range of topics, including current affairs, cultural issues, and academic texts. These exercises will not only help you improve your reading speed but also enhance your reading comprehension skills.4. Speaking SkillsDeveloping strong speaking skills is crucial for effective communication in English. In this unit, we will practice various speaking activities, such as dialogues, debates, and presentations. These activities will enhance your ability to express yourself fluently and confidently, as well as improve your pronunciation and intonation in spoken English.5. Writing SkillsEffective written communication is vital in various academic and professional settings. In this unit, we will focus on improving your writing skills through various writing exercises, such as essays, reports, and critical analysis. These exercises will help enhance your ability to structure your thoughts logically, communicate ideas clearly, and develop strong arguments in written English.6. Vocabulary ExpansionExpanding your vocabulary is crucial for better communication and comprehension in English. In this unit, we will introduce you to various vocabulary-building exercises, such as word lists, flashcards, and contextual usage. These exercises will help you learn new words and phrases, as well as improve your overall language proficiency.7. Grammar ReviewA solid understanding of grammar is essential for effective English language learning. In this unit, we will review essential grammar topics, such as verb tenses, sentence structure, andparts of speech. These exercises will help reinforce your grammar knowledge and improve your accuracy in using English grammar.8. Practice ExercisesTo further reinforce the concepts learned in this unit, we will provide practice exercises at the end of each section. These exercises will allow you to apply your newly acquired skills and knowledge in a practical context. We encourage you to complete these exercises to solidify your understanding and mastery of the material covered.ConclusionIn conclusion, Unit 3 of the New Advanced College English Integrated Coursebook will provide you with the opportunity to enhance your listening, reading, speaking, and writing skills in English. By engaging in various activities and exercises, you will be able to improve your overall language proficiency and advance your academic and professional goals. We encourage you to actively participate in all the activities and make the most out of this unit.。
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most famous art museum in Paris, France? In 1793 the Louvre was the first museum to open its doors to the public. Up till then, there were lots of private museums…private collections in the homes of Europe’s royalty and nobility…but only a select few were invited to see those works of art. The idea of a public museum was, in essence, a new one.Now, when the Louvre opened as a public museum, it was free to all artists every day of the week. But to those who were not artists—y’know, the rest of the general public? Well, they were only allowed to visit the museum on certain days. And that’s because the public museum was first seen as a teaching institution—a place where past artistic achievements would be available to current artists to learn from.OK, so you see the first step was taken—from museums that were just private institutions owned by royalty…to the Louvre, a museum open to the public—with some restrictions. But then there was another shift…and that was brought about by a French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist who’d been assigned to be the supervisor of a storehouse for artworks in 1791.Y’see, the French Revolution was taking place at that time, and many national monuments and other works of art were getting damaged or destroyed. Consequently, a couple of large buildings in Paris were dedicated as storehouses for rescued artworks. Five years later, in 1796, Lenoir did something unique with the art in his storehouse—something never done before: he classified and displayed thepaintings and statues by period and style.So people began to notice—and admire—what Lenoir was doing. And soon, he transformed his storehouse into what would become the National Museum of French Monuments, which would later become a branch of the very Louvre that started this whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of classification and display—it became a model for other public art museums…with each room in the museum representing a different century or period of art. Lenoir’s belief that a museum should be concerned with public instruction and offer education according to historical periods—this concept seems obvious now, but it was groundbreaking back then.Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with museums in general, for that matter. There were people—including some artists and historians—who were as much against museums as Lenoir was for them. In fact, some argued that museums would pretty much bring an end to art. They contended that works of art removed from their original context were…incomplete—that artworks ought to remain in the places…the mountains, towns, uhh…in the locations where they were originally created and viewed.Take a painting created in an Italian seaside village, for example. Could that painting maintain its same identity once it was moved to a museum in France? Nowadays, most of us know and appreciate the fact that we can go to a museum and see many works of art from different time periods, artists, and countries. The fact that anyone can go into one place and see works of distant cultures, enjoy their beauty, and even find inspiration in them benefits us all. The Louvre clearly embraces this concept. But there are still some skeptics, people today who are just as skeptical of art museums as the critics were back in Lenoir’s day…and for all the same reasons.题目1.What is the lecture mainly about?A. The influence of private art galleries on public museumsB. The role of art museums as teaching institutions for artistsC. The debate about the Louvre’s opening to the publicD. The early history of the public art museum2.Why does the professor mention that artists were allowed to visit the Louvre every day?[Click on 2 answers.]A. To point out that the public museum was conceived as a place for studyingB. To indicate that all citizens were able to visit the museum whenever they wantedC. To question why certain artists did not spend time at the LouvreD. To contrast the accessibility of art in the Louvre with that of art in private museums3.Why does the professor mention the French Revolution?A. To name an event depicted in Alexandre Lenoir’s artworkB. To identify the theme of an exhibit room in the LouvreC. To explain why art storehouses were createdD. To help explain some people’s attitude toward public museums4.According to the professor, what major contribution did Alexandre Lenoir make to the art community?A. He donated many original paintings to public museums.B. He developed a systematic way of exhibiting art in museums.C. He invented a unique way to restore damaged artwork.D. He designed a national monument in post-Revolution France.5.The professor gives an example of a painting made in an Italian seaside village. According to the professor, what would some skeptics say about that painting?A. It should not be exhibited unless it appeals to people from a variety of cultures.B. It should not be moved out of the geographic area in which it was created.C. It should be exhibited in the Louvre before traveling to any other museum.D. It should always be grouped with similar paintings in a museum.6.What opinion about public art museums does the professor express?A. They focus too much on entertainment and not enough on education.B. They are more important to artists than to the general public.C. Their way of exhibiting artwork needs to be modernized.D. They succeed in allowing varied works of art to be appreciated in a centralized location.答案B ADC B B D译文旁白：听艺术史课上的一篇讲座。
Lecture-3-Searle's-Classification
Exercitives. One of these “ is the giving of a decision in favor of or against a certain course of action or advocacy of it…” “ a decision that something is to be so, as distinct from a judgment that it is so.” Some examples are order, command, direct, plead, beg, recommend, entreat and advice. Request is also an obvious example, but Austin does not list it. As well as the above, Austin also lists: appoint, dismiss, nominate, veto, declare closed, declare open, as well as announce, warn, proclaim, and give.
s is eo
ipso a classification of kinds of illocutionary
acts, that any two non-synonymous verbs
must mark different illocutionary acts. But
第8页，共74页。
The first thing to notice about these lists is
that they are not classifications of
新进阶3综合的Unit3
New Progressive College En glish Book III UNIT 3 Cultural Differe ncesUnit 1 Cultural Differe nces1. Teaching Objectives:Stude nts will be able toA. have a thorough un dersta nding of the text con textually and lin guisticallyB. illustrate the con cept of cultural shock by givi ng examplesC. lear n Ian guages, e.g. words, phrases, difficult structureD. become familiar with the writi ng of a comparis on/con trast essay2. Time Allotme nt:st1 Period: Lead-i n Activities (Warm-up activities; Discussi on about culturaldiffere nces)nd2 Period: Global-readi ng (Text: Approach ing the theme; an alyz ing the textorga ni zatio n)3 rd Period: Detailed reading (Understanding the Text A in a deeper level,an alyz ing difficult sentence structures)4th Period: Detailed reading Activities (Learning new words, summarizing goodusage)5 th Period: Comprehe nding Readi ng 1 (Skim ming the text, expla ining thedifficult sentences of the Text, doing sentence tran slati on))6 th Period: After-reading Activities (Viewing and Listening; Speaking; Assig nment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher in troduces the topic to the class by ask ing if they can give anyexample of how Chin ese and non-Chin ese behave or think differe ntly in life.Step 2: Discussi on about cultural differe ncesThe teacher expla ins the pictures in Opener that illustrate the differe ncesbetwee n the Wester ner and Chin ese in their perspectives on differe nt issues. The teacher asks Ss to look at the pictures and discuss the differe nces in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussi on on the pictures, one pair for one picture.Method: Using task-based Ianguage teaching method, communicative approach.3.2 Global readi ngStepl. Approachi ng the themeThe teacher introduces the topic of the text by explaining the cultural shocksthe author experie need after the birth of her daughter and her mother- in-law's fulltime presence in her family.Before moving on to the author's acco unt. The teacher expla ins to Ss the text can roughly be divided into six parts.Method: PPT; com muni cative approach.Step2. Analyzing the text organizationThe teacher guides Ss to explore the text by ask ing them to work on the table in Text Organizationand do the task in Digging into detail .Then stude nts should sum up the differe nces of views betwee n the author and her mother-in- law on matters described in the text.Method: skim ming and sca nning, com muni cative approach3.3 Detailed Readi ng3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph(sometimes two-three paragraphs), i nvite stude nts to an swer questi ons relateddifficult senten ces and un dersta nding of each paragraph.2) Help Ss find out the good usage in the text and un derl ined them.3) Learn new words in details.Purpose: Further understand the text and train scanning ability to learndifficult sentence structures as well as new words and expressi ons.Method: Reading the text together; Using task-based Ianguage teaching method, readi ng approach, com muni cative approach, grammar-tra nslati on approach.Stepl. Un dersta nding the text in a deeper levelParas.6Q. What made the author so mad about her husba nd that they bega n to fight over childcare duties?A: The fact that he wasn ' t taking on half of the childcare duties, and he thought it was more important to spend time on his work than on his daughter, and his expectati on that his mother would do all the housework he was supposed to do.Para.8Q: How did her mother- in-law expla in her role in the family?A: Her mother-in-law explained that her role in the family was to lighten the burden of her son, allowing him to keep his former way of life, and to help her daughter- in-law out with pare nti ng and household man ageme nt.Para.9Q: What did the author think of her mother-in-law ' s explanation?A: She thought it was absolutely un acceptable, because, in her view, her husba nd is one of two parents, and therefore their daughter should be half his responsibility; and she married her husba nd, not her mother- in-law.Para.13Q: Howcome her husband, unlike the author, failed to adopt daily habits around the schedule of her daughter?A: He obviously believed that mothers are the primary caregiver of children and thiswas the no rmal differe nee betwee n mothers and fathers.Paras.16Q: Howdid the author react when she was told that, now that he mother-in-law helpedher out by tak ing care of he daughter, it was her resp on sibility to take care of her mother- in-law whe n she was old?A: She totally rejected the idea, because she thought what her mother-in-law did was fulfilling the parenting responsibility of her husband, therefore it was her husba nd's resp on sibility to take care of his own mother whe n she was old.3.3.2 Lan guage FocusStep2. Lear ning useful expressi ons3.321 Difficult words and phrases1) work out: find the solution to(a problem or question) 想出、得至U (解决方法)e.g. It's important to work out a solution rather than engage in endless discussion.2) presenee: n.存在；至U场e.g. It's n atural for a child to be chatt ing away in the prese nee of a lovi ng pare nt.The tension of the protesters grew with the prese nee of police.3) extreme: a. (of views or actions)very different from what people accept asreason able or no rmal 激的；过激的e.g. Extreme views sometimes can become very popular.Soldiers are trained to carry out orders even if they sound extreme.4) leave beh ind: depart and not take along 离开；地下e.g. The rough sea crossing served only to emphasize the peace we had left behind. The taxi driveralways reminds his passengers not to leave behind theirbel ongin gs.5) prominent: a. outstanding, important 笑出的；重要的e.g. I want our brand name to appear in the most prominent position of the stadium.We celebrate the Drag on Boat Festival in memory of a prominent an cie nt Chin esepoet.6) primary: a. ma in 主要的e.g. The young man failed to see that the primary cause of his failure was hislazin ess and inaction.7) sacrifice: n.牺性；舍弃e.g. It is com mon for wome n to make lots of sacrifice for the family.The downside of a self-driving car is the sacrifice of the pleasure of driving.8) bonus: n.意外收获；红利；奖金e.g. I received a box of cookies as a bonus when I bought coffee at a cafe yesterday.Our salespers on's pay is made up of a base salary(about 60% of their totalin come)a nd a bonus(about 40% of their total in come).9) occasi on al: a. occurri ng from time to time 偶尔的e.g. To the occasi onal swimmer, a seas on ticket is a waste of mon ey.10) devotion: n.奉献，全身心投入e.g. The scie ntist who passed away last week was fon dly remembered for his totaldevoti on to scie nee.11) household: n. the people of a house collectively 家庭e.g. She got up to prepare breakfast while the rest of the household was still asleep.12) look over on e's shoulder: keep watch for dan ger or threats to on eself 不安；小心提防e.g. It was midni ght whe n I left my office and on my way back home I kept look ing over my shoulder to see if there was anyone tailing me.13) repay: vt. do sth. in return for a favor 报答：偿还e.g. There had never been any doubt in her mind that she would look after her parents in their old age; they had give n up a lot for her, she said, and that was how she would repay them. The compa ny has to sell a buildi ng to repay its debt.14) kindness: n..仁慈；普行e.g. Very often it would be a kindness to tell a piece of bad news straight away.15) grateful : a. thankful 感激的e.g. The war refugees are very grateful to the local gover nment for the timely help.16) phase: n..阶段；时期e.g. The mini ster claimed in his speech that the manu facturi ng in dustry wasentering a very different phase with the rapid growth of artificialin tellige nee.College marks a particular phase in a young pers on's life, the phase of n ewly gained in depe ndence.17) in on e's eyes/in the eyes of: in the opinion of, from the perspective of 在.心日中e.g. The educator poin ted out that a child could do no wrong in the eyes of some pare nts.18) fall short of: fail to satisfy 达不到，不符合e.g. I tried my best, yet my performa nee still fell short of my hopes.19) hono( u)r: vt. do what is required by a promise or a con tract 信守；执行e.g. High school students in Shanghai must honour their community service commitme nts andcomplete at least 40 hours of volun teer work.The intern ati onal compa ny in formed us that it will not be able to honour itscon tract with us.20) apparent: a. clear and obvious 明显的e.g. The professor said the young man had manygood qualities despite his apparent assertive ness rudeness.21) wash up: wash dishes 饭后洗餐具e.g. Do Chin ese husba nds help to wash up after dinner?22) aspect: n..方面e.g. Deali ng with people is a primary aspect of my work as a man ager.23) burden: n.负担；重负e.g. I hate to be a burde n on other people.She sat down on the floor and breathed heavily as though she had come up a hill with a burde n bey ond her stre ngth.24) maintain: v. keep In a Certain state, position, or activity 维持；保持e.g. A police force is n eeded to maintain law and order.It is esse ntial to build up and maintain a reas on able level of physical fitn ess.25) parenting: n.养育，抚养e.g. There are many programs aiming to teach new parents parenting skills.26) relieve...of: help(sb.)by taking (sth. heavy or difficult)from them 解除(某人)的(负担，困难等)e.g. Some people eat a lot to relieve themselves of an xieties.27) in one ' s view: in one's personal opinion 在.看来；按.的看法e.g. In my view, the local government should do more for the elderly.28) responsibility: n.责任；义务e.g. The mine owner denied all responsibility for the death of the trapped miners.A sin gle pare nt has to struggle to bala nee work and family resp on sibilities.29) get...wr ong: (in formal) n ot un dersta nd correctly what(sb./sth.)mea ns 误会e.g. Don ' t get me wrong, please: I ' m not quitting despite the setbacks.30) preferenee: n.喜好；偏好e.g. Customer prefere nces must be take n into con siderati on whe n desig ning a new product.Employers have a preferenee for college graduates who think critically and can com muni cate effectively.31) equivale nt: a. equal as in value, force, or meaning 对等的e.g. His sile nee is equivale nt to an admissi on of guilt.32) strike a bala nee: find a sen sible middle point betwee n two dema nds, extremes,etc.; compromise 调和；折衷e.g. The speaker set out his viewpo ints on how to strike a bala nee betwee n the freedom of the pressand the right to/of privacy.We have to strike a bala nee betwee n offeri ng people what they liked with thefirst movie and coming up with someth ing n ew.33) put...i n(to)perspective: judge(sth.)by con sideri ng it in relati on toeverything else 全面客观地看待(或判断)e.g. Before you begi n to think that it might be safer to starve tha n to eat andrun the risk of foodpois onin g, it's importa nt to put the whole matter of food pois oning into perspective.34) barely: ad. . hardly 很少；几乎没有e.g. We had barely eno ugh to eat, let alone to spare.It seemed that every one was speak ing and we could barely hear the speaker.35) in response to: in reaction to sth. that has happe ned or bee n said 对做出反应e.g. In response to traditional Chinese medication, the elderly gentleman quickly recovered.Step3. Lear ning difficult senten ces structures3.322 Difficult sentences1) In my Western eyes, he was falling short of my expectations and wasn' t honoringhis role as a father. (Para.6)As a Westerner, I found his con duct disappo in ti ng, and felt that he was faili ng to take on his responsibilities as a father.2) Our fights seemed to get us no where, however. (Para. 7)However, we failed to reach any agreement over the issue in spite of the arguments.3) I felt myself teeteri ng backwards. (Para.9)I was totally shocked to hear what I was told, so much so that I felt as if I was throw n off bala nee.4) While the men were locked in their own con versati on, I ven ted some of this con flictwith the wife. (Para.14):While the men were engaged in talking among themselves, I voiced to the wife my compla ints about the con flict.5) After getting away with not changing very many for his daughter, when the time comesTo change my mother-in-law ' s diapers... (Para.16)Note that here “very many” refers to very many diapers. In speaking, “very many”in a n egative con text is com mon and acceptable.4. Comprehe nding Read ing 1Teacher asks Ss to read aloud the new words and expressi ons in the margin, and guide them to sum up the different views regarding the value of praise between the author and her husba nd.Teacher has Ss complete Comprehe nsion Check for Readi ng 1 .Teacher clarifies some difficult points and do the task in Tran slati on5. After Read ing5.1 View ing and Liste ningTeacher introduces Viewing & Listening to the class : Cultural differences arethe theme of this unit. Now we are going to hear an American teaching in China talk about the cultural differences he has observed between China and the West in general. Teacher plays the video clip once for general comprehension. Teacher plays it again for Ss to fill in the blanks. Time permitting; teacher has Ss work in pairs to discuss if they agree with the speaker ' s views and why.5.2 SpeakingTeacher expla ins the role play task by referri ng to the in struct ions. Teacher organizes a group discussion about the specific questions the TV presenter is goingto ask. Ss may go over the Tips give n in the box. Teacher lets Ss prepare the in terview in groups of four, one playing the role of TV presenter, the others playing the roles of, respectively, Ember Swift, Yangxifu, and Sasha. The “ TV presenter" makes a list of questi ons to be asked in the in terview, and the Practici ng “ guests ” note dow n the main idea of their answers to the presenter. Teacher invites at least one group to role-play it in class.5. 3 Assig nmentTeacher asks Ss to skim the text and answer the questions in Comprehension Check for Readi ng 2.Teacher asks stude nts to write an essay compari ng and con trasti ng Chin ese NewYear celebrati ons with Christmas celebrati ons. Teacher en courages Ss to use words and expressions they ' ve learnt from this unit and underline them in their essay. Teacher requires Ss to check it with theEvaluati on criteria in Writ ing beforeturning in their homework.。
大学英语三(综合教程)第六单元
大学体验英语三（综合教程）Unit 6Travel Around the WorldListen and TalkLead inI often find myself trying to explain the attraction traveling 1) me. Traveling, according to many people, is often 2) and even, at least sometimes, dangerous. But one benefit of traveling is that it creates a perfect atmosphere for the 3) , an environment that can lead to better understanding and enlightenment. Many wonderful people and places lie 4) . The fact that there are obstacles as well only makes the journey 5) . My life and my memories will be enriched after encountering these people and places. That's a pretty big benefit!Of course I could also enrich my life without traveling very far at all, but there is something about foreign lands that provides 6) . I think most non-travelers are simply too distracted by things such as work, home, and friends to devote 7) to observation of life. I'm more observant when I'm on the road and therefore, more alive. I talk to more people and listen to them carefully. I keenly notice everything about my strange new environment. I see a lot of humor that can compensate for the misery of 8) .Key: 1. holds for 2. uncomfortable 3. observation of life 4. on the road ahead5. more rewarding6. an additional fascination7. their full attention8. moving about Passage A: The Woman Taxi Driver In Cairo2. Answer the following questions with the information from the passage.1) How did the author feel upon her first arrival in Cairo?She felt quite at a loss and a little helpless, as there was nobody to meet her at the airport, and she was facing a completely new world.2) Why did Nagat take two jobs at the same time?Because her husband died 10 years ago so she had to work hard to support her two children and parents.3) What was Nagat's working style?She is self-confident and works independently and effectively.4) Why is Nagat a "true exception" in Cairo?Because Nagat seems to be the only female taxi driver there. What is more, she insists on relying on herself and shouldering the heavy family burden alone.5) What is your impression of Nagat?Open3. Choose the best answer to each question with the information from the passage.1. The author followed Nagat, a woman taxi driver out of the airport because ________.A) Nagat was the only female taxi driver thereB) Nagat forced her to do soC) she instinctively felt she should trust NagatD) she had no other choice but to go with Nagat2. The author enjoyed Nagat's company for all the following reasons except that ________.A) she had a very good sense of directionsB) she was always punctualC) she was able to understand human natureD) she asked for low fares3. It can be inferred from the passage that ________.A) it was difficult for the author to hire a taxi in CairoB) it was unusual for a woman to work as a taxi driver in CairoC) Nagat often got offers of help from her male colleaguesD) Nagat also worked as an office secretary4. In the author's eyes, Nagat was ________.A) capable and independentB) more like a man than a womanC) competitive and aggressiveD) attractive and appealing5. In the passage, the author tries to tell us ________.A) her impression of Islamic architectureB) her impression of CairoC) her appreciation of the dignity of a womanD) her friendship with a woman taxi driverAnwser: 1.C, 2.D, 3.B, 4.A, 5.C4.Fill in each of the blanks with an appropriate word.Arriving alone in a new city late at night can be a difficult e____and even more so if it is in a foreign country with a foreign c___. Here the writer, herself a woman, remembers her luck in meeting Nagat, one of the few w___taxi drivers in Cairo. During her s___in the city, Nagat became her driver and guide taking her to visit many of the i___sights such as mosques, museums and the p___Along the way the writer was deeply i___by Nagat’s friendliness, determ ination, effectiveness and i___Anwser: 1.experience 2.culture 3.women 4.stay 5.impressive6.pyramids7.impressed8.independence5. S tudy the meanings of the prefixes listed in the table, and then fill in each blank in the sentences that follow with the word given in brackets by adding an appropriate prefix to it.Prefix Meaning Examplecounter- opposing, corresponding counteract, counterpartinter- between, among interconnected, interrelated, internationalout- outside beyond, more than outskirts outlive, outgrowover- too much overcook, overactunder- too little underpay, underestimate1.An country does not have modern industries and usually has a low standard of living. (developed)2.The southern city soon became as waves of people rushed to it from all parts of the country. (populated)3.He managed to his fear of the darkness when he walked in the deserted street late at night. (grow)4.Energy, population and environment are issues in rural development in Southeast Asia. (related)5. V irtually every character in the movie has a real life . (part)Anwser: 1.underdeveloped 2.overpopulated 3.outgrow 4.interrelated 5.counterpart 6. Fill in the blanks with the words given below. Change the form where necessary.approach core counterpart economy efficientexception invite relief punctually vague1. The mayor is scheduled to meet his American ___ during his 7-day visit to San Francisco.2. Mr. Wilson is quite satisfied with his new secretary because she's much more ___ than the former one.3. I felt great ____ when I heard I had passed the examination.4. The regulations are so ____ that they lead to misinterpretation.5. Chinese and mathematics have always been the ____ subjects in primary and secondary schools in China.6. Y ou are expected to get to the interview ____ or a few minutes early.7. Getting tired of her partner's all-talk-no-action ___ , she decided to take the action all by herself.8. For the purpose of ____ , Mary decided to take lunch box to work every day.9. Y ou could not be exempted from the punishment because there can be no ____ to the rule.10. Strife at home would ____ dangers from abroad.Anwser: 1. counterpart 2. efficient 3. relief 4. vague 5. core6. punctually7. approach8. economy9. exception 10. invite7. Complete the following sentences with phrases or expressions from the passage. Make changes where necessary.1. We hope the special loan from the bank will ___ our company ____ the crisis.2. It is believed that the car the police found at the parking lot of the airport terminal ___ the gunman.3. He founded the company five years ago and has been managing the business ___ .4. The five candidates will speak ___ to introduce themselves to the voters.5. At the wedding party, guests ___ with cocktails in hand, talking and laughing.Anwser: 1. pull … through 2. belongs to 3. ever since 4. in turn 5. milled about8. T ranslate the following sentences into English.1. 他悲叹一声，对我们说他年轻时也曾风光一时。
Chinese-Culinary-Culture-中国饮食文化
Insights into Chinese Culture
Eight Regional Cuisines
Foods vary from north to south. Tastes also differ regionally because of the climatic differences. One popular summary of Chinese food is “sweet in the south, salty in the north, sour in the west and spicy in the east”.
食色，性也 Food and sex are nothing more than human nature. 饮食男女，人之大欲存焉 Eating, drinking and sex are basic needs that enables the survival of human species. 人莫不饮食也，鲜能知味也。 Everyone drinks and eats, but most fail to appreciate the real taste.
Insights into Chinese Culture
Lecture 4: Culinary Delights in China
Insights into Chinese Culture
ChineLeabharlann e Culinary Culture
Food Culture
The features, classification of Chinese food
Tea Culture
Classification and etiquettes of tea
classification and division
What We Want from EducationAs teenagers in today’s China, most of us have the same goal—to be enrolled by noted universities and further our educations. Why do so many people choose education as their most desirable thing ? according to different incentives of different groups of people to receive education, I think there are following kinds of purposes which motivate people in China to be obsessed with education.“N othing is more decent and distinguished than receiving education.” This is an old saying from ancient china, which can fully reflects a portion of Chinese people’s motivation to receive education, especially those students who are from remote and destitute family. Influenced by China’s ancient philosophy and world view, many of modern people consider education can change their whole life such as social status and salaries. Therefore, they dedicate their time and energy to studying. When some of them can not realize their dream, they will even choose extreme cruel way to end their lives. For example, we often heard news reports that many Chinese teenagers commit suicide after knowing they do not have a good performance in the college entrance examination. In those people’s eyes, education is more than a way to uplift themselves either in the aspect of morality or self-improvement, it become tool which can lead them to get everything they long for such as wealth or social status etc.For another group of people, they hold a completely reasonable and loft attitude toward their education motivation. They view education as their part of lives which can give them something beyond material. Just like a philosophy Francis Bacon said “Histories make men wise; poets witty; the mathematics subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend”. In those people’s opinions, receiving education is a kind of lifestyle more than a torturing process. “never too old to learn” is the motto of these people. They just enjoy the process of studying and new knowledge can always refresh them. Education means more than reading a book or obtaining a new skill but a intimate companion who they can lose in their lives.No matter what kind of attitude people hold when they are receive education, there is one common factor, namely, they all manage to acquire new knowledge and master new skills, however their primary motivation will lead them to two different avenues.。
全新版大学英语综合教程3第一单元课件
Improve students' ability to communicate effectively in English.
03
Foster students' critical thinking and analytical skills.
04
Course outline
Unit 2
The Diversity of Culture
04
Analysis of the Key Points and Difficulties
in Unit 1 Learning
Learning focus
• Vocabulary and Grammar: This unit emphasizes the importance of vocabulary expansion and grammar comprehension. Students are expected to learn and understand a range of new words and phrases, as well as complex sentence structures.
The textbooks are designed to integrate seamlessly with digital teaching resources and platforms, providing teachers with a wide range of tools and resources.
Objectives
To develop students' understanding of globalization and its effects, as well as their ability to analyze and evaluate complex issues related to globalization.
英语语言学lecture 3 Phonetics
fricatives
When the obstruction is partial and the air is forced through a narrow passage in the mouth so as to cause definite local friction at the point.[f][v][s][z]…(p.53)
Classification of English speech sounds:
Vowels (20):
the sounds are produced when the air-streams meet no
obstruction of any kind in the throat, the nose, or the
Stops:or plosive consonants:
When the obstruction created by the speech organ is total or complete, the speech sound produced with the obstruction audibly released and the air passing out again is called a stop or a plosive: [p][b][t][d][k][g]
There are two kinds of transcription: narrow transcription and broad transcription. A narrow transcription records as many features of an utterance as possible. This is the transcription needed and used by the phoneticians in their study of speech sounds. A broad transcription omits many of the irrelevant and predictable details of pronunciation . This is the transcription normally used in dictionaries and textbook for general purposes.
国家开放大学最新《理工英语3》教学辅导3：段落的写作
英语作文段落的写作段落发展的手段基本句法掌握之后，接下来就要训练段落写作，这是因为段落是文章的基本组成部分，要写出好文章，必须在段落写作上多下功夫。
段的基本组成是句子，好的段落应该是该段中所有的句子都围绕着一个主题展开，且句与句之间应该是紧密相连，形成统一的整体即unified and coherent。
那么怎样将一个段落展开呢？下面介绍英语中几种常用的方法。
1．叙述法(narration)叙述法发展段落主要是按照事物本身的时间或空间的排列顺序，通过对一些特有过渡连接词的使用，有层次分步骤地表达主题句的一种写作手段。
用这种方法展开段落，作者能够清楚连贯地交待事物的本末，从而可以使读者可以清晰、完整地理解文章的含义，例如：In the flat opposite,a woman heard the noise outside.When she looked out through the window,she discovered that her neighbor was threatened by someone.She immediately called the police station.In answer to the call,a patrol police car arrived at the scene of the crime quickly. Three policemen went inside the flat at once,and others guarded outside the building to prevent anyone from escaping.这段是按照事物发展的先后顺序，叙述从发现案情、报警、到警察赶到、包围现场的过程。
全文脉络清晰，叙述的层次感强，结构紧凑。
常用于叙述法中的过渡连接词有：first,at the beginning,to start with,after that,later,then, afterwards,in the end,finally等。
大学思辨英语教材视听说3
大学思辨英语教材视听说3With the rapid development of globalization, English has become an indispensable skill for college students in China. In order to enhance their English proficiency and critical thinking ability, colleges and universities have introduced a variety of English textbooks, among which "大学思辨英语教材视听说3" plays a significant role. This article aims to explore the features and benefits of this particular textbook.One of the key features of "大学思辨英语教材视听说3" is its emphasis on critical thinking skills. This textbook incorporates various thought-provoking topics and exercises that encourage students to think critically and analytically. Rather than simply learning vocabulary and grammar rules, students are exposed to real-life situations and authentic materials that require them to make logical deductions and draw informed conclusions. This approach not only enhances their English language abilities but also cultivates their ability to analyze and evaluate information effectively.Another notable aspect of this textbook is its multimedia integration. "大学思辨英语教材视听说3" incorporates a wide range of visual and audio resources, including videos, audios, and online materials. This multimedia approach helps students to develop their listening and speaking skills by providing them with authentic language input. Moreover, the inclusion of visual aids further enhances the students' understanding of the topics and promotes their overall comprehension of the content. By engaging students through multiple senses, this textbook facilitates a more immersive and interactive learning experience.Furthermore, "大学思辨英语教材视听说3" places a strong emphasis on practical and real-world application of English language skills. The textbook provides ample opportunities for students to engage in meaningful conversations, discussions, and debates. Through these activities, students are encouraged to express their own opinions, think critically, and defend their viewpoints. Such exercises not only enhance their spoken English but also develop their ability to express themselves confidently and persuasively in English. This practical approach to language learning helps students to bridge the gap between classroom learning and real-life situations, preparing them for future academic and professional endeavors.Additionally, "大学思辨英语教材视听说3" promotes learner autonomy and self-directed learning. The textbook encourages students to take charge of their own learning by providing them with self-assessment tools, reflection questions, and independent research tasks. Students are encouraged to actively seek resources and references beyond the textbook, broadening their knowledge and deepening their understanding of the subject matter. This approach fosters a sense of responsibility and self-motivation among students, empowering them to become lifelong learners.In conclusion, "大学思辨英语教材视听说3" stands out among English textbooks for its emphasis on critical thinking skills, multimedia integration, practical application, and learner autonomy. By incorporating these features, this textbook effectively enhances students' English language proficiency, critical thinking ability, and overall communication skills. With its immersive and interactive approach, "大学思辨英语教材视听说3" prepares college students for the challenges of a globalized world and equipsthem with the necessary tools to succeed in their academic and professional pursuits.（注：此文章在不改变题目的前提下，结构和内容进行调整和补充，以1000字为目标完成。
新发展英语3学习指南
新发展英语3学习指南Learning a new language can be a challenging yet rewarding experience. As the world becomes increasingly globalized, the ability to communicate effectively in multiple languages has become more valuable than ever. One language that has gained significant prominence in recent years is English, which has become the dominant language of international business, academia, and cultural exchange.With the growing demand for English proficiency, the field of English language learning has seen a number of exciting new developments. One such development is the emergence of English 3, a more advanced and comprehensive approach to language learning that builds upon the foundations of traditional English instruction.At the core of English 3 is the recognition that language learning is not just about memorizing vocabulary and grammar rules, but rather about developing a deep understanding of the cultural, social, and contextual nuances that shape the way language is used in real-world situations. This holistic approach to language learning isdesigned to help students not only achieve proficiency in the language, but also to develop the critical thinking and communication skills that are essential for success in today's global marketplace.One of the key features of English 3 is its emphasis on immersive learning experiences. Rather than relying solely on textbooks and classroom instruction, English 3 programs often incorporate a range of interactive and engaging activities that allow students to practice their language skills in authentic, real-world contexts. This might include opportunities to participate in group discussions, role-play business scenarios, or even engage in cultural exchanges with native speakers.Another important aspect of English 3 is its focus on developing advanced language skills, such as academic writing, public speaking, and critical analysis. These skills are essential for students who plan to pursue higher education or professional careers in fields that require a high level of English proficiency. English 3 programs often incorporate specialized coursework and workshops that are designed to help students develop these advanced language skills, as well as to provide them with the tools and strategies they need to succeed in their academic and professional endeavors.In addition to its emphasis on immersive learning and advancedlanguage skills, English 3 also places a strong emphasis on the use of technology in language learning. Many English 3 programs incorporate a range of digital tools and resources, such as online language learning platforms, virtual classrooms, and mobile apps, to help students practice and reinforce their language skills outside of the traditional classroom setting.These technological innovations not only make language learning more accessible and convenient, but they also allow for a more personalized and adaptive learning experience. By using data-driven analytics and machine learning algorithms, English 3 programs can identify areas where students are struggling and provide them with targeted support and resources to help them improve.Another key aspect of English 3 is its focus on developing intercultural communication skills. In today's globalized world, the ability to navigate cultural differences and communicate effectively across diverse contexts is essential for success. English 3 programs often incorporate lessons and activities that are designed to help students develop a deeper understanding of different cultural norms and communication styles, as well as the skills they need to adapt their language and behavior accordingly.This emphasis on intercultural communication is particularly important for students who plan to work in fields that involveinternational collaboration, such as business, diplomacy, or international development. By developing these skills, students can not only improve their language proficiency, but also enhance their ability to work effectively with colleagues and clients from around the world.Overall, the new developments in English 3 language learning represent an exciting and innovative approach to language education. By combining immersive learning experiences, advanced language skill development, technological innovations, and a focus on intercultural communication, English 3 programs are helping students to develop the comprehensive language skills and cultural awareness they need to thrive in today's global landscape.Whether you are a student looking to improve your English proficiency, a professional seeking to enhance your career prospects, or simply someone with a passion for language learning, the new developments in English 3 offer a wealth of opportunities to explore and expand your linguistic horizons. With its emphasis on holistic, personalized, and technology-driven learning, English 3 is poised to redefine the way we approach language education in the years to come.。
《全新版大学进阶英语综合教程3》Unit 6教案
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U6-01Opener:Pair work: Look at the picture below while listening to the recording and then answer the questions that follow. Compare your answers with your partner. Before you start, getting to know the following new words might be helpful.Helpful ExpressionsLong Island 长岛（美国纽约州东南端岛屿）persuasion /p«5sweIZ«n/ n. 说服tragic /trædZIk/ a. 悲剧的，不幸的site /saIt/ n. 地点，场地indicate /5IndIkeIt/ vt. 表明under way 进行中Brooklyn Bridge /5brUklIn brIdZ/ 布鲁克林大桥（连接纽约曼哈顿区和布鲁克林区）glory /5glɔùrI/ n. 荣耀tribute /5trIbjuùt/ n. 颂歌，赞辞triumph /5traI«mf/ n. 胜利Questions:1 Look at the above picture of the Brooklyn Bridge. Do you think it looks great? When was it completed?2 How long did it take to complete the bridge?3 “Today the Brooklyn Bridge stands in a ll its glory as a tribute to the triumph of one man’s determination not to be defeated by circumstances.” Explain the sentence by telling the story of how the bridge was completed.Tips in this part:1. Warm up to the topic of determination by mentioning the deaf DJ which Ss got to know from Unit I of Book I, the entrepreneur Ma Y un, or any other well-known success of our time. Then have Ss discuss the factors contributing to the success of these people.Video watching: Cultural Notes:《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U6-02I.Refresh Ss' memory of the text.Have Ss do the Comprehension Check tasks as a way of refreshing what they have learned from the previous session. Ss may be given a few minutes to consider and write down their answers in class. After that T may ask Ss to read aloud the completed paragraphs/sentences. Ss should be encouraged to come up with alternative answers, and T should make comments about whether such alternatives are acceptable or not.II.Tackle the key words and expressions.For each of the words/expressions listed in the box of Key Words Expressions in Focusing on Language in Context, T may begin by having Ss find the sentence in the text which contains the word/expression, and then give at least one more example sentence.III.Have Ss do the exercises in Focusing on Language in Context.For each exercise in this part, Ss should be given a few minutes to complete the sentences by themselves. After that, T may ask some of them to read out loud the paragraphs/sentences. Ss should be encouraged to come up with alternative answers, and the teacher should comment on the appropriateness of such alternatives.IV.Have Ss do Comprehensive Practice.Have Ss complete the exercises individually first, and then ask them to compare notes in pairs. After that, invite some students to read out loud the competed Cloze and Translation, and make comments on them.1. Text OrganizationPair work: In this text, the author tells us a story about a lawyer’s fight against the chemical giant DuPont. It is further made up of two stories: the Tennant’s story of the law suit against DuPont and the subseque nt Bilott’s fight against the chemical giant. Go over the text once again, find out what the two stories are about, and complete the table below.2 Comprehension CheckPair work:With the teacher as guide, you and your partner work on the following comprehension check exercises.2.1Digging into detailAnswer the following questions to better understand the text. You may want to write down some key words in the space provided before you do so.(Para. 2) 1 Why wasn’t Bilott the right kind of lawyer for Tennant?Because Bilottt used to be a corporate defense lawyer and his specialty was defending chemical companies.(Paras. 1-5) 2 What was the story Tennant told Bilott?Tennant t old Bilott that he and his siblings were cattle farmers. In the ’80s, his brother Jim sold a plot to DuPont and the company used it as a landfill for waste from a nearby factory. The Tennants’ cattle started to act deranged ever since. And now they were se en dying here and there on the farm.(Para. 8) 3 What was Bilott’s most important finding when he was gathering evidence? He found a letter DuPont had sent to the E.P.A. which mentioned a chemical called PFOA.(Paras. 10-12) 4 What did DuPont do wrong with PFOA?DuPont, acting against the recommendation of 3M, the manufacturer of PFOA, flushed PFOA powder into the river through the outfall pipes of its factory. Even worse, it continued to do so after it became aware that PFOA caused cancerous tumors in lab animals.(Para. 16) 5 What made DuPont finally cease its production and use of PFOA?Thanks to the efforts of Bilott, the E.P.A became aware of PFOA’s toxicity. It accused DuPont of violating the Toxic Substances Control Act and made the latter pay 16.5 million in settlement. After that DuPont stopped producing and using PFOA.2.2 Understanding difficult sentencesLanguage Focus《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U6-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）编号：U6-04Listening to the worldI. Sharing1. Watch a podcast for its general idea.2. Watch Part 1 and fill in the blanks.3. Watch Part 2 and fill in the blanks4. Watch Part 3 and match the decades and reasons to the people A-E5. Watch Part 4 and check the events and people you hear.6. Discuss the questions.✓Do you think life is better now than in the past?✓If you could have lived through a different age or decade, which would you choose and why?✓In your opinion, what historical events or people have changed the course of history? In what way(s)?II. ListeningListen and answer the questions.Before you listenLook at the pictures A-C. Which decades do you think they are from?•The first picture is the Beatles. They were popular in the 1960s.•The second one is about the moon landing of Apollo 11, which happened at the end of 1960s.•The third picture is the poster of the film Forrest Gump, which was released in the 1990s.Listening skillsMaking inferences:Additional NotesSome examples are given here showing how to make inferences about attitude, time, place, cause / effect, relationship, etc., which frequently appear in listening practice.1. Inferring the attitude. Suppose you hear:Luisa slammed the tennis ball over the net. Her partner returned it lazily and Luisa raced to hit it back over the net. It landed in the far corner, but her partner did not return it.think. I guess that’s a kind of calm, serene dignity in life.While you viewWatch the video and check the true statements.Watch the video and complete the notes.After you viewWork in pairs and introduce to your partner your favorite artist. Your introduction needs to cover the following aspects:• his / her life experience• his / her artistic style and influence• his / her masterpiece(s)Work in pairs and introduce to your partner your favorite artist. Your introduction needs to cover the following aspects:My favorite artist is Wang Xizhi, who was a Chinese calligrapher and traditionally referred to as the Sage of Calligraphy (书圣). Born in 303 A.D. in the state of EasternSpeaking for communicationI. Role-play1.Do the following quiz. After you finish, listen to the recording to checkyour answers.1) Which writer was once kidnapped in France?A Geoffrey Chaucer.2) Which political thinker was famously messy?A Karl Marx.3) Which actor and film-maker was stopped by the US government from entering the States?B Charlie Chaplin.4) Which scientist was also a good violinist?B Albert Einstein.5) Which artist invented lots of stuff but never actually produced any of it?B Leonardo da Vinci.2.Look at the expressions in the box. Put them in the groups of expressionsbelow which have similar meaning.3.Listen to the recording again and check the ones you hear.4.Role-play the situations.A Ask StudentB some questions about geography / history.B Tell Student A what you know about his / her questions.II. Group discussionGet ideas1．Listen and check the true statements.Discuss and organize ideas2．Work in groups. Discuss with your group members the question raised in the recording: What would have happened if Zheng He had reached the Americas first?3．Prepare a presentation on what you have discussed.Present ideas4．Introduce the result of your discussion to the class. Refer to the checklist below to see if you are ready.。
剑桥标准英语教程3
剑桥标准英语教程3Cambridge Standard English Course 3。
Cambridge Standard English Course 3 is a comprehensive and in-depth English learning resource for students at an intermediate level. This course aims to improve students' language skills in all areas, including reading, writing, listening, and speaking. With a focus on practical usage and real-life communication, this course provides a solid foundation for further English language development.The course is divided into several units, each covering a specific theme or topic. These units are designed to gradually increase in difficulty, allowing students to build upon their existing knowledge and expand their language abilities. The materials included in the course are carefully selected to provide a balance of grammar, vocabulary, and practical language usage.One of the key features of Cambridge Standard English Course 3 is its emphasis on interactive learning. The course includes a variety of activities, exercises, and assignments that encourage students to actively engage with the language. This interactive approach helps students develop their language skills in a natural and enjoyable way.In addition to the core language components, the course also incorporates cultural and social aspects of English-speaking countries. This provides students with a well-rounded understanding of the language and its context, allowing them to use English in a culturally sensitive and appropriate manner.The course materials are presented in a clear and accessible format, making it easy for students to follow along and understand the content. The use of authentic and relevant language examples helps students connect the language to real-life situations, enhancing their learning experience.Furthermore, Cambridge Standard English Course 3 includes a range of supplementary materials, such as audio recordings, video clips, and online resources.These additional materials offer students the opportunity to further practice and reinforce their language skills outside of the classroom.Overall, Cambridge Standard English Course 3 is a valuable resource for students looking to improve their English language abilities. With its comprehensive approach, interactive learning activities, and cultural insights, this course provides a solid foundation for students to continue their English language journey with confidence and proficiency.In conclusion, Cambridge Standard English Course 3 offers a well-rounded and engaging learning experience for students at an intermediate level. By focusing on practical language usage, interactive learning, and cultural insights, this course equips students with the skills and knowledge they need to communicate effectively in English. Whether used in a classroom setting or for self-study, this course is a valuable resource for anyone looking to improve their English language abilities.。
通用学术英语Unit 3 critical thinking
• “金领工人”(golden collar worker)指进入信息时代的那些同知 识打交道的一代新型工人，包括工程师、律师、预测家和分析 家、编辑、计划制定人员等。“金领”这一称呼是社会对这些 人的知识结构、公关能力、团对协调能力、管理经营能力、社 会关系资源等综合素质的认可。一般认为，金领，不仅是顶尖 的技术高手，而且拥有决定白领命运的经营权。金领们是脚踏 实地的实干家，善于独立解决问题，富于冒险和挑战未来，渴 望有一个更大的发展空间， 渴望有一个属于自己的事业领域。 金领 一般为公司副总 高级经理 厂长等等超高收入者。
Unit 3 Behavior
2020/11/11
Critical Thinking
• Mini-lecture 1 • What is classification? • A process of arranging things into categories
based on shared characteristics • Basic rules for classification • More than one way • Arrange into logical category • Determine a classical principle
analysis • Make a point or serve a purpose • Formulate clear criteria
Task 1
• 1.1 • Genre • Entertaining topics • Eating style • Attitudes toward money • Degree of difficulty
• “红领”， 随着金融危机的出现，一直被看好的白领、金领职 业，开始渐渐被“红领”代替。 所谓“红领”，就是指公务员 阶层，事实也证明，只有“步入红领”才会有头有脸，旱涝保 收，衣食无忧。
托福听力TPO21原文 Lecture 3
下面就让小编来为大家介绍一下托福听力TPO21原文中Lecture 3的文本内容吧，大家要好好把握，这些都是非常有价值的材料，同时，大家也可以登录前程百利论坛进行TPO练习辅导，希望能够给准备托福听力的同学带来帮助。
TPO21 Lecture3 Biology(Snake Evolution)Professor：Probably back in some previous biology course you learned that snakes evolved from lizards, and that the first snakes weren’t venomous and then along came more advanced snakes, the venomous snakes. Ok, venomous snakes are the ones that secrete poisonous substances or venom, like the snakes of the viper family or cobras. Then there is non-venomous snakes like constrictors and pythons. Another family of snakes, the colubrids, don’t really fit neatly into either category though. Colubrids, and you probably learned this too, although they are often classified as venomous snakes, they are actually generally non-venomous. They are classified as venomous snakes because they resemble them, their advanced features more than the other non-venomous snakes.Now, what if I told you that there is a good chance that most everything I just said is wrong? Well, everything except the part about snakes evolving from lizards. See, the basic theory about snake evolution has been challenged by a recent study that revealed a whole new understanding of evolutionary relationship for reptiles, you know, which reptiles descended from which ancestors. The researchers study the proteins in the venom genes of various species of colubrids. Emm... snake venom is a mixture of proteins, some toxic, poisonous, and some not. By analyzing the DNA, the genetic material of the proteins, the researchers could focus on the toxic genes and use them to trace the evolution of snake venom, and from this, the evolution ofsnakes.Traditionally, to understanding evolutionary relationships, we looked at various easily observed physical characteristics of animals, their skeleton, the size of their brain, and... and then classify them based on similarities and differences. The problem with this method is that characteristics that appear similar may actually have developed in quite different ways. For example, some venoms are chemical-based, and others are bacteria-based, so they clearly had to have developed along different routes and may not be as closely related as we thought.Now, and not everyone will agree about this. The classification based on DNA seems to be much more reliable. Ok, back to the research. The researchers found that venom evolved before snakes even existed, about a hundred million years before. Now, a couple of venomous lizards were included in this study.And the researchers found some of the same DNA in their venom as in the snakes’ venom. This suggested that the common ancestor of all snakes was actually venomous lizard, which means that actually, according to this research, anyway, in terms of the snakes’ ancestry, there is no such thing as a non-venomous snake, not even colubrids. What separates colubrids from other snakes we have been classifying is venomous, is not the lack of venom, but the lack of an effective way to deliver the venom into its prey. In most venomous snakes, like vipers and cobras, the venom is used to catch and inmoblize the prey; but in colubrids, venom drips onto the prey only after the prey is in the snake’s mouth. So for colubrids, the venom must serve some other purpose, maybe linked to digesting prey. As the different families of venomous snakes evolved, the teeth moved forward, becoming larger, and the venom becoming stronger, so the evolution of the obvious venomous snakes, like cobras and vipers, is about the evolution of an efficient delivery system, not so much the evolution of the venom itself. So, if there are no truly non-venomous snakes, were the so-called non-venomous snakes, like constrictors and pythons, were they venomous at some point in their evolution? Well, that’s not clear at this point. Constrictors have evolved to kill their prey by crushing, but perhaps they once were venomous, and then at some point their venom-producing apparatu s4 wasn’t needed anymore, so it gradually disappeared. There’s one species of snake, the brown tree snake, that uses both constriction and venom, depending on its prey. So, well, it is possible.So, we have these new concepts of snakes’ evolution and a n ew DNA database, all these information on the genetic makeup of snake venom. And what we have learned from this has led researchers to believe that venom proteins may have some exciting applications in the field of medical research. You see, venom alters biological functions in the same way certain drugs do, and the big benefit of drugs made from snakes venom would be that they target only certain cells, so maybe that’ll create fewer side effects. Now, it sounds far-fetched5, venom is the basis for human drugs. So far, only one protein has been targeted for study as a potential drug, but who knows, maybe someday.教授：可能在之前的生物课上你们学习到蛇是由蜥蜴进化而来，而且起初的蛇是没有毒的，后来才出现了更高级的蛇，也就是毒蛇。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
• Words taken over from foreign languages are known as borrowed words, loan words or just borrowings in simple terms. • English is a heavy borrower and has adopted words from all other major languages of the world. • It is estimated that English borrowings constitute 80% of the modern English vocabulary.
2.Content words and functional words
• By notion, words can be categorized into content words and functional ones (or empty words). • Content words: n, v, adj, adv, numerals. Functional words: prep, conj, aux, art. • Functional words, small in number, but do far more work of expression.
e.g 1) I went into this problem with my eyes open. 2) The appointment of a woman was one in the eye for male domination. 3) Up to his eyes Sir Rechard was in love with her. 4) A neighbor’s estate, mortgaged up to the eyes, was sold under the hammer. 5) You are the apple in my eye! 6) She would give her eyes to go with you. 7) Governments turn a blind eye to thousands of poverty-stricken families. 8) At sea, he often lies in the eyes of her. 9) the eye of rope… 10) in the eye of law…
Lecture 3 Classification and development of English vocabulary
Classification of English Words
• Words can be classified by different criteria and for different purposes: • The basic word stock vs. nonbasic vocabulary (use frequency) content words vs. functional words (notion) native words vs. borrowed words (origin) simple words, compounds, derived words (morphology)
4) Polysemy:
图1：Eyeman organ of sight 10. look/glance 10.H. attentive look 10.H.1. supervision
1.human organ of sight 14. eyewink 14.A. time (instant): e.g. in an eyewink, your glass... 14.B showing intention/signal.
占用的空间； <术>（尤指来自卫星的）广播信号覆盖 区 )…
• dog: doglike (resembling a dog; especially in devotion: "a doglike affection“); doghood (狗性 );
dog-cheap (adj. 非常便宜的，特别廉价的 ), dog-fall (n. (比赛)平局 ); dogfight (n. 混战； 空战； 狗咬狗； 缠斗 vi. 在 空中缠斗 ), doghole (n. 狗窝，仅适于狗住的地方，龌龊的房 间 ) → pigsty (Am. pigpen) If you describe a room or a house as a pigsty, you are criticizing the fact that it is very dirty and untidy. dog paddle: an elementary swimming stroke imitating a swimming dog dogsleep: n. 打盹，假寐 … doze off: I closed my eyes for a minute and must have dozed off.
于战争或竞赛）vt. 驾驭) , knight (In medieval times, a knight was a man of noble birth, who served his king or lord in battle). … • car, plane, blog, computer, internet…
5) Collocability:
Heart:
a change of heart: n. 改变主意， 变心， 弃邪归正 after one’s heart:科学不发达的年代里，人们一直认为心脏是人们
用来思考事物的器官，所以经常用 “心”一词组成一些与表示人的思 想情绪有关的词语。情义相投,情投意合. e.g.
专四介词搭配练习： • His long absence ___ work delayed his promotion. • In the absence ___ my commanding officer, I acted on my own initiative. • She was forbidden access ____ the club. • I have only a nodding acquaintance ___ Japanese. • These are evidences of glacial action ___ the rocks. • She is a beautiful addition ____ the family. • Admission ____ British universities depends on examination results. • His admission ___ guilt surprised everyone. • Mr. D is quite advanced ____ years. • Now we have won an advantage ____ the enemy.
Tom is working as a postman. That outdoor job is the one after his own heart. I am reading a bool after my own heart. I can't put it down. a heart of gold: n. 道德高尚的人 at heart: 内心里； 本质上； 关心； 想到
1. Basic word stock vs. nonbasic vocabulary
• Basic word stock: foundation, core; small part, but most important. Characteristics of basic word stock: 1) All national character: They denote the most common things and phenomena of the world around us rain, snow, wind, head, foot, mother, dog, hot, go, one, hundred, I, you…
3) Productivity: Words of the basic word stock are mostly root words. e.g. • foot: footage (n. 以英尺表示的长度,电影片段的数量或长度,连续 镜头),, footpath, footer(页脚 ), footfall (n. 脚步，脚步声 ), footed (adj. 有 脚的,…脚的), footloose (adj. 未婚的,自由自在,无拘无束), footling (adj. <口>愚昧的,无价值的,微不足道的 v. <非正>闲混 ( footle的现在分词 )), footman ((负责开门或上菜的)男仆，侍者) , footbath (a small bathtub for warming or washing or the feet), footing (n. 立场,关系, 立足点) on… footing… footprint (n. 脚印；<商>（建筑物或设备，尤指计算机）
from, of, to, with, on, to, to, of, in, over.
3. Native words and borrowed words
• Native words are not native in fact but words brought to Britain in the 5th century by the German tribes: the Angles, the Saxons and the Jutes, thus known as Anglo-Saxon words. • Words of Anglo-Saxon origin are small in number, but they form the mainstream of the basic word stock and stand at the core of the language.