全新版《大学英语》综合教程-第一册-教案

Unit 1 Growing upText A Writing for Myself
I. Teaching Plan
1.Objectives
1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence);
2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.);
3)Master the key language points and grammatical structures in the text;
4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Time allotment
3. Pre-reading tasks
1)Have you listened to John Lennon's Beautiful Boy? (2 minutes)
The teacher (T) may ask several students (Ss) this question:
__What does Lennon think of growing up?
(Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.)
2)The art of eating spaghetti (15 minutes)
a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork).
b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste
pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.
c)T dictates the following passage to Ss (pre-teach some words like “poke”, “scoop”, “prong”, “twirl” if necessary):
i.Hold the fork in your hand as if to poke the spaghetti.
ii.Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate.
iii.Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.
iv.Put the prongs of the fork at an edge of the plate that is free of food.
v.Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.
vi.Twirl the fork to gather the spaghetti around the prongs.
vii.With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.
viii.Gently gather up any stray spaghetti ends that don't make it all the way into your mouth.
d)T asks one S to come up and demonstrate the right way of eating spaghetti.
3)T asks Ss the following questions:(8 minutes)
__Would you enjoy writing “The Art of Eating Spaghetti”? Why or why not?
__Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? (Hint: Para.4)
__Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. (Hint: Para.5) 4. While –reading tasks
1.Grasping the structure of the text: (15 minutes)
1)Ss circle all the time words, phrases in Text A (They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper his desk… when Mr. Fleagle finished). When they finish, T asks several Ss to read aloud what they have circled.
2)T draws Ss'attention to Organization Exercise 2 , reads its instructions, and asks them these two questions:
__Refer to the time words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience. (Hint: the paragraph containing “later in the year”)
__Starting from which paragraph does Baker stop writing about his new experience? (hint: the paragraph
containing “when I finished” and “next morning”
3)In this way Ss will be able to divide the text into 3 parts and sum up the main ideas.
4)Several Ss report the main ideas they have summed up to the class.
2.Cultural background---T explains the U.S. grade school system and how school teachers are dressed. (see
Cultural Notes) (3 minutes)
3.T explains language points and gives Ss practice. (see Language Study) (60 minutes)
4.Grammatical structures. (25 minutes)
1)T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure “sb./ sth. is said/believed/reported to do/be”. T may offer the following model:
__What kind of person is Mr. Fleagle?
__He was said/reported/believed to be very formal, rigid and hopelessly out-of-date.
Afterwards, a pair or two may repeat their questions and answers to the class.
2)Ss do Structure Exercise 2 in the textbook.
5.T draws Ss' attention to Writing strategy in Theme-related Language Learning Tasks, especially the part about details. (also see Text Analysis) T then asks the following questions:
__In Part 1, what details are selected to show “I' d been bored with everything associated with English courses”?
__In Part 1, what details are given to show that Mr. Fleagle was dull and rigid?
__In Part 2, which sentences show that at first Baker was unwilling to write the essay?
__In Part 3, the author didn't tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? (12 minutes)
6.Synonymous words or phrases in this text (see Text Analysis):
1)T chooses one words from each group of synonyms listed in Text Analysis, and asks Ss to scan for respective synonyms. If Ss' findings are inconclusive, T may reveal those they have neglected.
2)T may further provoke Ss' thinking by this question: Why does Russell Baker employ all these synonymous words and phrases? (15 minutes)
7.When T and Ss come to the sentence “In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.” In Para. 9, T may ask Ss to recall a similar sentence they have read. (Para.1, “The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.”) By this T will show Ss the importance of coherence in
writing. (5 minutes)
5. Exercises
1.Think alone: According to Mr. Fleagle, what is the very essence of the essay? (5 minutes)
Then T invites several Ss to give their opinions. T may sum up by this sentence---The essence of good essay is to write what one enjoys writing about.
2.T checks if Ss have done the rest of the after-text exercises in their spare time, and discusses some
common errors that crop up. (10 minutes)
3.T checks on Ss' home reading (Text B). (3 minutes)
4.Ss do Part Iv: Theme-related Language Learning Tasks in class. (1 period)
5.T asks Ss to prepare the next unit:
1)Do the pre-reading task;
2)Preview Text A. (2 minutes)
6.Confusable phrases.
Severe, stern & strict
Severe: 作“严厉”解时，可以来形容人（severe father）,人的面貌（severe look 严厉的神色），人的态度（the teacher is severe with his students.教师对学生很严厉。

Stern与severe相近，但用途比较窄，一般用于人的容貌或态度。

例如 a severe father和 a stern father都可以用，但含义稍有有同：a severe father 指对于子女有严厉的要求，积极的意义较多；a stern father则指对子女不含温情，要他们服从，消极的意味较多。

Strict相当于汉语的“严格的”，须先假定有一种客观的标准（如规章、纪律、定义、真理等）。

例如：The teacher is strict with his students.
There is a strict regulation against smoking in the auditorium.
6. Writing Strategy
How to write a narrative (记叙文) （1）
The essay are going to write is, in a sense, an account of what once happened to you in your life. Writings of this kind usually take the form of narration. When planning a narrative, you should consider the following points:
Context
When, where, and to whom the action of a narrative happened is often made clear at the beginning of the narrative. This will provide the reader with a context so that he may have no difficulty in understanding the
whole story.
Selection of Details
A narrative comprises details. It is important to remember only those details that help bring out the main idea of the narrative are useful and effective. When selecting details, therefore, you should keep in mind your purpose in writing the narrative.
Homework writing: My favorite teacher
II.Text Analysis
Russell Baker is very good at selecting details (see Part Iv Writing Strategy) to prove his point. For example, in Para. 2 he creates an unfavorable image of Mr. Fleagle by describing his “formal, rigid and hopelessly out-of-date” eyeglasses, hairstyle, clothes, jaw, nose, and manner of speaking.
What's more, Russell Baker employs repetition not only to make it easy for readers to follow what he is saying, but also to impress them more deeply. For example, in Para. 2, there are 9 prim's or primly's in as few as 3 sentences! Thus readers will have in their mind a vivid picture of what Mr. Fleagle looked like. Another example of such repetition can be found in Para. 5. Count how many I wanted's there are in this paragraph (There're 5!). They help to emphasize Russell Baker's strong desire to write for himself.
On the other hand, where this stylistic device is not justified, Baker is also expert in avoiding repetition by employing synonymous words and phrases. Here are some examples:
a.dull, lifeless, cheerless, tedious
b.turn out, write, compose, put down
c.anticipate, prepare for
d.formal, rigid, prim, correct, proper, respectable
e.vivid memories of sth. come flooding back to sb., sth. reawakes in one's mind, sb. Recalls sth.
f.recapture, relive
g.pleasure, delight, happiness
h.contempt, ridicule
i.topic, title
III.Cultural Notes
Grade schools in the U.S.: It is necessary to have some knowledge of grade schools in the U.S. because Ss have to realize that “the third year in high school” (Para.1) equals “the eleventh grade” (Para.9). U.S. students generally go through elementary schools (kindergarten to 5th or 6th .grade), middle schools (grades 6-8) or
junior high schools (grades 7-9), and high schools (grades 9-12 or 10-12).
1.What American teachers wear in school: Nowadays, people in the U.S. love to dress casually. Even among those companies with a rigid dress code some now allow employees not to wear suits on Fridays. U.S. teachers wear fairly formal clothes to school, but not necessarily suits and ties. Bow ties are considered even more old-fashioned than ties.
2.Spaghetti and the proper way of eating it: Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Usually you would put a fork into a plate of spaghetti, turn the fork several times so that spaghetti will wind around the fork, then place the fork into you mouth. It's impolite to suck.
nguage Study
1.The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.: Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, but I didn't make up my mind until I was in the eleventh grade.
off and on (or on and off): from time to time, now and again, irregularly
E.g. It has been raining on and off for a week. That's why the clothes feel damp.
As her patient slept soundly during the night, Nurse Betty was able to doze off and on in a bedside chair.
Possibility: state of being possible; (degree of) likelihood (usu. Followed by that-clause or of)
E.g. Is there any possibility of life on Mars?
They haven't arrived. There is a possibility that have taken the wrong road.
Take hold: become established
E.g. The idea of one child only has taken hold in many Chinese families.
Old habits die hard. That's why you should stop smoking before the habit takes hold.
2.Until then I'd been bored by everything associated with English courses.: Up to then I had lost interest in things related to English courses.
Bore: make (sb .) feel tired and lose interest
E.g.: The speaker went on and on, and the audience grew bored by his speech..
Tom Sawyer grew bored with painting the garden fence, so he thought of a way to make others paint for him.
Associate (with): join or connect together; connect or bring in the mind
E.g.: We associate Egypt with pyramids.
I can't associate this gentle young woman with the radical political essays she has written.
Jim wished to forget everything associated with his former life.
3.I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.: I found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what wrote.
Turn out: produce
E.g.: New computers are soon outdated since newer models are turned out constantly. American film studios turn out hundreds of films every year.
4.When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects.: When it was decided that Mr. Fleagle would teach us English during my third year in high school, I expected the English course to be as boring as before.
Anticipate: expect (usu. Followed by gerund or that-clause)
E.g.: The police had anticipated from the soccer fans and were at the ground in large numbers.
They anticipate that deaths from AIDS will have doubled by 2002.
We anticipate running into problems in carrying out the medical welfare reform.
5.tedious: boring and lasting for a long time
E.g.: The movie was so tedious that many viewers left before it was over.
Laura found George to be tedious and decided not to see him any more.
6.reputation: (an) opinion (about sb. Or sth.) held by others
E.g.: Premier Zhu Rongji has a high reputation as a statesman in the world.
Jim Kerry has quite a reputation for being comic.
7.inspire: fill (sb.) with confidence, eagerness, etc.
E.g.: Martin Luther King, Jr.'s speeches inspired people to fight for equal treatment of African Americans,
The last leaf on the tree that never fell off inspired the dying patient with the will to live on.
8.rigid: (often disapproving) fixed in behavior; based on correct or accepted rules
E.g.: If he had been a little less rigid about things, his daughter would not have left home at such a young age.
The rigid headmaster would button up his clothes even on the hottest days,
9.out of date: old-fashioned
E.g.: New words are constantly added to our vocabulary while some old words go our of date.
Although her clothes were out of date, the old woman appeared clean and dignified.
10.severe:1) completely plain
E.g.: The widow wore a severe black dress to her husband's funeral.
Earnest Hemingway is known for his severe writing style.
2) stern, strict
E.g.: Only those who have undergone severe training can be accepted into the air force.
Fu Lei was so severe with his son that even his wife would cry.
3)causing very great pain, difficulty, worry, etc.
E.g.: The severe chest pain experienced by the Vice-President proved to be a heart attack.
A factory must turn out newer and better products to win in the climate of severe business competition.
11.I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.: I expected that things wouldn't improve with Mr. Fleagle as our English teacher, and for a long time I was right in my expectations.
(Note that here is a touch of irony.)
te in the year we tackled the informal essay.: Late in the year we learned how to write informal essays and practiced writing them.
Tackle: deal with
E.g.: Toshiba (东芝) recently designed a robot that can tackle almost any kinds of housework.
The classroom was quiet as students were busy tackling the final exam.
13.finally: at last (usu. Used in the following situations: indicating that sth. is the last one in a series of things or events; introducing a final point, asking a final question, or mentioning a final item; when sth. happens that you have been waiting for along time, you can say that it finally happens)
E.g. Mr. Smith lived in Turkey, France, and Norway before finally settling in Mexico. Finally, I should like to thank you all for coming and to wish you a pleasant journey home.
Finally he came to realize his mistake and apologized to his parents.
After years of war the two countries finally signed a peace agreement.
14. face up to: be brave enough to accept or deal with (a problem or difficulty)
E.g. Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resigned on New Year's Eve.
Now that your daughter is born, you'll have to face up to the responsibilities of being a father.
15.scan: look through quickly
E.g. The banker scanned the financial section of a dozen newspapers over breakfast.
Scan the table of contents and tell me how many chapters are on child development.
16.rewake: 重被唤起；重新激起
E.g. All the funny stories happening in my childhood reawoke in my mind as I picked up the cartoon book.
当我拿起那本卡通书时，孩提时代所有有趣的故事重又浮现在我的脑海中。

The chance meeting reawoke the old passion between them.
这次邂逅重新燃起两人之间的旧情。

17．argument: 争论；论点；论据
E.g. After the board had heard all the arguments for and against the proposal, they started to vote on it. 董事会在听取了对这个建议正反两方面的意见后，开始投票表决。

The lawyer illustrated all the facts he could handle to support his argument.
律师列举了他掌握的所有事实，证明他的论点是正确的。

18．violate: 违反，违背
E.g. The driver was brought to the court for violating traffic regulations.
驾驶员因违反交通规则而被送上法庭。

Failing to deliver the goods within the stipulated time will be considered violating the contract.不按规定时间交货将被视为违约。

19．ridicule: 嘲笑，戏弄
E.g. He was treated in ridicule when he asked to take up the position.
当他提出想担任这个职位时，他受到了大家的嘲笑。

You will lay yourself open to ridicule if you keep to that outdated method.
如果你还坚持那套陈旧的做法，你会成为别人嘲笑的对象。

20．hold back: 控制（感情、眼泪等）
E.g. Mother tried hard to hold back her tears when she heard of her son’s glorious death in combat.
母亲中听到儿子在战斗中光荣牺牲时，竭力控制着不让眼泪流出来。

They attempted to hold back their disappointment at the matter.
他们试图忍住对这件事的失望情绪。

V．Phrases
1.断断续续off and on
2.对…感到腻味be bored by …
3.觉得…枯燥难懂find… dull and difficult
4.以…而出名have a reputation for…
5.据说某人…sb. be said to be…
6.拘谨刻板，落后于时代formal, rigid and out of date
7.随笔小品文an informal essay
8.躺在沙发上lie on a sofa
9.不得不面对face up to
10.围坐在晚餐桌旁be seated around the supper table
11.重现在我脑海中reawake in my mind
12.自得其乐for my own joy
13.违反规定violate the rules
14.有及格分 a failing grade
15.别无选择，只好做there is no choice but to do
16.更不可思议的是What’s more
17.专心听讲listen attentively
18.乐乎乎地开怀大笑laugh with open-hearted enjoyment
19.心花怒放pure delight
20.最后时刻at the eleventh hour
Unit 2 Friendship
Text A: All the Cabbie Had Was a Letter
I. Teaching Plan
1. Objectives
Students will be able to:
1) grasp the main idea(never delay expressing your true feelings to a friend) and structure of the text(developing a story around a letter)
2) appreciate that speaking English is much more informal than written English
3) grasp the key language points and grammatical structures in the text
4) conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.
2. time allotment
3. Pre-reading tasks
1) Teacher asks several Students the flowing questions to check if they have listened to the recorded song That’s What Friends are For:
i. What is a fair weather friend?
(One who is happy to stay with you when things are going well but leaves as soon as trouble arrives)
ii. According to the song, what are friends for?
(For both good times and bad times.)
2) Survey:
i. Teacher Writes down the following words on the blackboard: frequently, sometimes, rarely, never. Then teacher asks students to indicate how often they write to friends by raising hands when teacher reads out these four listed choices. Teacher tallies the total for each category, wtites the numbers down under the respective choices on the blackboard. Teacher and students will then have a general idea of the letter-writing habit for the
class.
ii. Teacher invites several students to give reasons for writing or not writing letters.
iii. Teacher sums up and leads into the text by saying: Sometimes we put off writing letters because we think letters can wait until other matters are dealt with, or because we think a phone call will do instead. But sometimes, as you are going to find in this text, we may leave it too late to write, and letters are the best in expressing our innermost feelings.
4. While-reading tasks
1) Skimming
i. Students work in pairs to skim the text and find out how many questions the narrator asked the cabbie and what were the latter’s responses.
They are:
a.Is your cab available?
--- Yes.
b.Is the letter from a child or a grandchild?
--- Ed was my oldest friend.
c.He’s someone you’ve known quite a while?
--- All my life.
d.Did you go to school together?
--- All the way through high school.
e.Is he dead?
--- He died a couple of weeks ago.
f.Did you two work at the same place?
--- No, but we hung out together when single, later we grew more distant.
g.The letter must have made you feel good, didn’t it?
--- (The driver said something that the narrator couldn’t understand.)
h.I thought your friend was Ted. Why did he sign it Tom?
--- The letter was not from Ed to me, I am Tom. It’s a letter I wrote to him before I knew he’d died. So I never mailed it.
ii. One pair of students perform the questions and answers for the class. Before doing so, teacher explains that they needn’t read word-for-word from the text, but should use their own words to get the meaning across.
iii. Teacher asks other students these questions:
a.At first, did you mistake Ed for the writer of this letter, like the storyteller did?
b.When did you realize your mistake?
c.Which round of question-and-answer leads to the mistake? (second)
iv. Teacher points out that a surprising ending is sometimes adopted in stories.(The Last Leaf by O’Henry, Necklace byMaupassant)(20 minutes)
2)Students do text organization exercise. Teacher may offer a clue that the last paragraph alone constitutes the last part.(5 minutes)
3)Teacher explains language points in Part I and gives students practice. (see Language Study)(30 minutes)
4)Appreciate the difference between spoken English and written English.
i. Teacher reads out the following sentences and students try to find out sentences of similar meaning in the text:
ii. Teacher asks sentences which sentences are more colloquial, those in the text or those given by the teacher. iii. Teacher explains that since this story is developed mainly through the conversation between the cabbie and his passenger, its language tends to be simpler and more colloquial, sentences tend to be shorter or even incomplete.(15 minutes )
5)Teacher explains language points in Part II and gives students practice. (see Language Study)(30 minutes)
6)Teacher elicits from students several ways to keep a conversation going on:
---ask questions
---agree with what one’s conversation partner has said
---make guesses about past events or predictions about future events. Students scan Part I and Part II to find out relevant examples employed by the narrator. (10 minutes)
7)Teacher asks students:
What is the lessons the storyteller learnt from the cabbie?
Never delay expressing one’s true feelings to a friend. (5 minutes)
5. Exercises
Collocation: noun + prep
Many nouns often have dependent prepositions which simply have to be learnt together.
a couple of, delight at, a reputation for, reference to, demand for, a hand at
Usage:
1) the proper position of modifiers( including nouns, pronouns and adjectives):
little food left, no washing machine available, all children, all of them
2) ways of making an opinion sound less definite by using the following expressions:
something, or something, kind of, sort of, more or less
Structure:
1) may/might (just) as well
Although he isn’t family, he might just as well have been family.
2) verb(taste, smell, look, feel, sound) + as if
The milk smells as if it is sour.
6. Writing Strategy
How to write a personal letter:
There are two types of letters: business letters and personal letters. A business letter usually consists of six parts: the heading, the inside address, the salutation, the body, the complimentary close, and the signature. Personal letters need not cover all these parts. The heading and inside address are usually omitted.
Write a letter to one of your old classmates, teachers, friends or anyone you want to.
II. Text Analysis
1.Spoken English and written English.
Most of the text is a re-creation of the conversation between a taxi driver and the narrator. Therefore it provides ample examples of how English is spoken in daily life by native speakers. In spoken English sentences tends to be short and simple. Some sentences are incomplete, for example:
“(Is the letter) from a child or a grandchild?”
“(You) Went to school together?”
“Time.”
“(I have) Enjoyed talking with you.”
Besides some words or phrases do not usually find their way into written English, for example, sort of, kind of, you know, I think, I guess, I take it, go ahead, hang out, it’s no fun to do something, not much of a hand at, a couple of, every now and then, an awful lot of.
2.The narrator is very good at keeping the conversation going. For one thing, he expresses his agreement to show the cabbie what a sympathetic listener he is, e.g.,
“Letters from home always mean a lot. At least they do with me because I’m on the road so much.”
“Well, we should all keep in touch with old friends more than we do. But things come up and we just don’t seem to find the time.”
For another, he asks questions directly to get more information out of the cabbie:
“You said ‘was’. Does that mean--?”
“Did you two work at the same place?”
Sometimes he asks indirect questions by making guesses:
“From a child or maybe a grandchild?”
“Went to school together.”
III. Cultural Notes
Halloween is celebrated annually. It is on the night of 31 October, when people once believed that ghosts could be seen. Now, in Britain and America, it is a time when children have parties, dress up as witches, make lanterns out of pumpkins from which the inside has been removed, and play “trick or treat”.
Trick or treat is a traditional activity at Halloween. Children dress in costumes and visit houses. At each house they say “trick or treat”. This means that they will play a “trick”, or joke, on the people in the house unless they are given a “treat”, e.g. sweets or money. Most people prefer to give treats rather than having tricks played on them.
IV. Language Study
1.lose oneself in/be lost in: be absorbed in 专心致志于
E.g. He had lost himself in thought.
2.available: able to be used, had or reached 可用的，可得到的
E.g. The director is not available at the moment.
3.He sounded as if he had a cold or something.: This sentence implies the sad state of mind the taxi driver was in.
or something: used when you are not very sure about what you have said
E.g. The air fare was a hundred and ninety-nine pounds or something.
4.know/learn by heart: memorize, remember exactly 记住，背诵
E.g. You have to know all the music by heart if you want to be a concert pianist.
5.estimate: form a judgment about (a quality or value)
E.g. I estimate that the tuition is 6000 Yuan.
6.not much of a: not good
E.g. He is not much of a writer.
7.correspondence:
1)the act of writing, receiving or sending letters: a correspondence with
E.g. His interest in writing came from a long correspondence with a college classmate.
2)the letters that somebody receives or sends( usually uncountable)
E.g. A romance was budding in their correspondence.
8.neighborhood: one of the parts of a town where people live
E.g. Mencius’ mother moved to three different neighborhoods to find an ideal one to raise him.
9.lose touch (with somebody)：stop writing, telephoning, or visiting somebody
E.g. I have lost touch with most of my high school classmates.
10.on one’s mind: in one’s thoughts, of concern to one
E.g. During the whole summer holiday, his failure in the entrance exam to college was always on his mind.
11.keep in touch (with somebody): write, telephone, or visit somebody regularly
E.g. I still keep in touch with some of my high school classmates.
e up: ①happen, occur, esp. unexpectedly
E.g. Teacher: Why are you late?
Student: Something came up on my way to school.
②be mentioned or discussed
E.g. The issue of world peace came up twice during the session.
会议期间全球安全问题讨论了两次。

13.urge: try very hard to persuade
urge somebody to do something/urge that … (should)verb
E.g. The teacher urged the students to listen to the BBC more.
My classmate urged that I (should) join the Students Union.
14.postpone: delay(usually followed by noun/gerund)
E.g. We have no option but to postpone the sports meeting due to the bad weather.
15.reference:①the act of talking about somebody/something (reference to)
E.g. To increase your chance of getting the job, you’d better make detailed reference to your work experience in your resume.
②something that shows you where else to look for information, for example the page number of another。