新世纪大学英语第二版第一册 unit4教案

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Unit 4 教案-新世纪大学英语第二册

Unit 4 教案-新世纪大学英语第二册

Unit 4 Work and CareerLecturer: Cai Jie 蔡洁Classes: 注会11401 (53)Teaching Objectives:1.To understand the relationship among work, labor and play.2.Grasp the key words, phrases and structures.Teaching Contents1.Lead-in activities2.Text Organization (Text A)nguage points ( key words, phrases and difficult sentences)4.Grammar Focus (simple sentences and complex sentences)5.Guided Practice (Listening practice ,oral practice and written exercises) Teaching Focus3.Transformation of Sentencesage of language points and expressions5.Understanding of the textTime Allotment:Teaching Methods:●Explanation●Group discussion●Questions and answers●Multi-media●PerformanceTeaching Procedure:1.Warm-up Activity1) Group Discussion1.What do you think work can provide ?2.What factors do you think one should take into account when choosing a career?3.What kind of job do you think will be suitable for you?2) Quotes about work and labor.1 Work will not kill a man but worry will.累不死人愁死人。

新视野大学英语第二版第一册Unit4教案

新视野大学英语第二版第一册Unit4教案

新视野大学英语第二版第一册Unit4教案Unit 4, Book OneSection A: Heroes among us1. Teaching Objectives:To talk about heroismTo understand the text fullyTo apply the phrases and patternsTo master the paragraph writing skill2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises) Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by as king questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. Who is the greatest hero in your mind? And Why?2. What makes a hero in your eyes?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 4 parts.Part1 (para.1) QuestionPart 2 (para.2-4) Example 1(civilian heroes)Part 3 (Para.5-12) Example 2 (First responder heroes)Part 4 (Para.13) ConclusionPurpose: Improve the student s’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teachingmethod, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpo se: Train the Students’ ability of understandi ng and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) apply pressure to/on按压,给…施加压力You can apply pressure on the injury to make the blood bleed slower.你可以按压伤口让血流的慢些。

全新版大学英语第二版 第一册 unit4

全新版大学英语第二版  第一册 unit4
Sentence Word
Before Reading
Global Reading
Detailed Reading
After Reading
Home
Summer passed into fall, and winds blew cold. “Mr. Craw, snow pretty soon,” Tony told me one evening. “When winter Collocation: come, you give me job clearing snow at the factory. ” 没有…也行,将就 do without Well, what do you do with such determination and hope? Of course, 废除,去掉 his job at the factory. Tony got do away with The months passed. I asked 和…有点关系 have something to do with the personnel department for a 和…毫无关系 report. They said Tony was a have nothing to do with very good worker. One day I found Tony at our Close meeting place behind the garage. “ I want to be ’prentice,” he said.
Sentence Word
Before Reading
Global Reading
Detailed Reading
After Reading
Home

大学英语综合教程1unit4教案

大学英语综合教程1unit4教案

教学目标:1. 理解本单元的主题,了解跨文化交流的重要性。

2. 掌握相关词汇和短语,提高英语阅读理解能力。

3. 通过小组讨论和角色扮演,提高英语口语表达能力。

4. 学会分析跨文化交流中的障碍,并探讨应对策略。

教学重点:1. 跨文化交流的概念和重要性。

2. 跨文化交流中常见的障碍和应对策略。

3. 词汇和短语的积累与应用。

教学难点:1. 对跨文化交流的深入理解。

2. 在实际交流中灵活运用所学知识。

教学课时:2课时教学准备:1. 教材《大学英语综合教程1》2. 多媒体课件3. 小组讨论卡片4. 角色扮演道具教学过程:一、导入(10分钟)1. 教师简要介绍本单元的主题,引导学生思考跨文化交流的重要性。

2. 提问:同学们在日常生活中是否有过跨文化交流的经历?谈谈你们的感受。

二、词汇学习(20分钟)1. 教师带领学生学习本单元的词汇和短语,如:cultural differences, communication barriers, misunderstandings, etc.2. 学生跟读并模仿,加深对词汇的记忆。

三、阅读理解(30分钟)1. 学生自主阅读课文,了解跨文化交流的背景和内容。

2. 教师提问,检查学生的阅读理解情况。

3. 学生分享阅读心得,讨论跨文化交流中的障碍和应对策略。

四、小组讨论(20分钟)1. 将学生分成若干小组,每组发放讨论卡片,讨论以下问题:a. 跨文化交流中常见的障碍有哪些?b. 如何克服这些障碍?c. 跨文化交流对我们的学习和生活有什么影响?2. 各小组派代表发言,分享讨论成果。

五、角色扮演(20分钟)1. 教师将学生分成若干小组,每组选择一个场景进行角色扮演,如:商务谈判、旅游交流等。

2. 学生根据所学知识,模拟跨文化交流的场景,进行对话。

3. 教师巡回指导,纠正发音和语法错误。

六、总结与作业(10分钟)1. 教师对本节课的内容进行总结,强调跨文化交流的重要性。

2. 布置作业:课后阅读相关资料,了解不同国家的文化特点,为下一节课做准备。

新世纪高职高专第一册教案1-Unit (4)

新世纪高职高专第一册教案1-Unit  (4)

Unit 4 Man and WomanTEACHING OBJECTIVES:1. Master the key words and structures;2. Be able to explain the differences between men and women with respect to the social position and the career ladder as well;3. Develop the students’ listening and speaking skills including the knowledge of phonetics (Rising Dipthongs);4. Master the grammar rules related to active and passive voices;5. Learn how to write greeting cards.TEACHING TIME: 4 periods/weekIMPORTANT POINTS:1. V ocabulary2. Some useful expressions3. Study dialogues and practice4. Rising dipthongs5.Active and passive voicesDIFFICULT POINTS:1. Text understanding2. Word Usage3. Active and passive voicesTEACHING AIDS: Blackboard, chalks, tape-recorder, CDTEACHING APPROACHES: Task Based Language Teaching, Communicative Teaching MethodTEACHING PROCEDURE:I.QuestionsIf you had a choice, would you choose to be a man or woman? Why or why not? II. Lead In1. Background information1) Bachelor’s Degrees Earned by American WomenWomen have earn ed more than half of all bachelor’s degrees every year since 1981–1982. They still trail men in certain fields but have made substantial gains since 1970 –1971.Women earn a greater proportion of bachelor’s degrees than they did 30 years ago. In 1970–1971, women earned 43 percent of all bachelor’s degrees. In 2001–2002, women were awarded 57 percent of all bachelor’s degrees. Some fields that were female-dominated in 1970–1971 remained so in 2001–2002, including health professions and related sciences, education, English language and literature/letters, and visual and performing arts. Though women earned less than half of the bachelor’s degrees in the traditionally male-dominated fields, and in 2001–2002, they have made substantial gains since 1970 –1971.II. Reading of the text1. Global readingQuestions and AnswersDirections: Skim the paragraphs for answers to the following questions.Paragraph 1:Question: What makes it difficult to understand what boys and girls show while choosing subjects?Answer: Besides genetic differences, there are many other important factors that may influence their choices.Paragraph 2:Question:What do the statistics and the report show?Answer: Although girls are equal to boys in mathematics, they have not been encouraged to do so.Paragraph 3:Question:What’s t he difference in nursery school?Answer: Only boys, not girls, are encouraged to work on their own and complete tasks.Paragraph 4:Question: What does the further report reveal?Answer: The teachers seem to give more attention to boys than girls.Paragraph 5:Question: Why do girls avoid mathematics courses?Answer: Girls avoid mathematics courses mainly for social reasons rather than being afraid of the difficulty.Paragraph 6:Question:Why don’t the teenage gir ls like to take mathematics and science up? Answer: Because girls regard mathematics and science as “masculine” subjects, they are less likely to take them up.2. Detailed readingLanguage points and the paraphrases of difficult sentences:1.anyway: ad.1) in any way or manner 不论用何种方式e.g. Get the job done anyway you can.2) in any case; at least无论如何;至少e.g.I don’t know if it was lost or stolen; anyway, it’s gone.3) nevertheless; regardless但是;不顾e.g.It was raining but they continued the Marathon anyway.e up with: find or offer (an answer, a solution, etc.)提出e.g.He couldn’t come up with an answer.3.convincing: adj. capable of causing someone to believe that something is true orreal有说服力的;令人信服的e.g. There is no convincing evidence that advertising influences total alcohol consumption.Related word:persuasiveExtended words:convince, convinced, conviction4.point out: indicate指出e.g. I will point out that his help isn’t welcome.5.influence: v. have an effect on影响e.g.The weather influences crops.n. the effect that a person has on sb.’s decisions, opinions, or behavior or the way sth. happens影响e.g.My teacher’s influence made me study science at college.Related word:affectExtended words:influential6.suggest: v.1) offer for consideration or action建议,提出,暗示e.g.The teacher suggests things for children to do.2) bring to mind by logic or association 使人想起,使人联想到e.g.The thought of summer suggests swimming.3) state sth. in an indirect way暗示e.g.That girl’s sun-tanned face suggests excellent health.Related word: advise, imply, proposeExtended words:suggestion, suggestible, suggestive7.It is … for sb. to do sth.:某人干某事……e.g.It is very good for someone to table a proposal (提出建议).8.While it is socially unacceptable for people not to be able to read and write, it isstill acceptable for women to say that they are “hopeless” at maths.Paraphrase:Although in a modern society it is unthinkable that people are unable to read or write, it seems to be acceptable for women to claim that they are very bad at maths.9.encourage: v. inspire with hope鼓励e.g.I encouraged them to work hard and to try for the examinations.Related word:inspireExtended words:encouragement, encouraging, encouraged, discourage10.The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences.Paraphrase:The explanation for the difference, which is apparent during the teenage years, could be found in some of the early experiences of childhood.11.apparent: a. clearly seen or understood明显的e.g.It was apparen t to all of us that there wasn’t enough water.Extended word: apparently12.go back (to): have one’s origins in (an earlier time) 追溯至e.g.This festival goes back to the 1980s.13.on one’s own: by one’s own efforts独自地e.g.She got the job on her own.14.Interes tingly, both boys and girls tend to regard such “masculine” subjects like mathematics and science as difficult.Paraphrase:It is interesting that both boys and girls often look upon these boys’ subjects like mathematics and science as difficult.15.Most teachers who took part in the study claimed that they expect their male students to do better at mathematics and science subjects than their female students.Most teachers taking part in the study of the difference between boys and girls said that they expect their boy students to do better at mathematics and science subjects than their girl students.16.avoid: v.1) keep away from避免e.g.I crossed the street to avoid meeting him.2) keep … from happening 防止……发生e.g.We can avoid illness with rest and a balanced diet.Related word: shun, evadeExtended words: avoidable, avoidance17.take up: begin to do or learn开始从事e.g.He took up art while at school.3. Text analysisParagraphs Main Ideas1 The scientists have tried to explain the differences between men andwomen at science and maths.2 Girls are equal to boys in mathematics. Girls only stop studyingmathematics because of social attitudes.3 The differences during teenage years result from educationalattitudes in childhood.4 The teachers seem to give more attention to boys than to girls.5 Both boys and girls tend to regard subjects like mathematics andscience as difficult.6 Mathematics and science are mainly masculine subjects, so theteenage girls are less likely to take them up.To summarize the textIII. Exercises1.Let students do the exercises on pages 55-57.2.Check the exercises.3.Teacher explains important points in detail.IV. Listening and speaking1. Listening1.Give students a few minutes to read through the printed materials for eachlistening item.2.Listen to the material for the first time without looking at the book.3.Listen to the material for a second time, and ask students to try to do theexercises.4.If the class finds it a difficult job fulfilling the tasks, teacher can play therecordings third or more so that most of them can understand.5.Listen to the material for one more time with a pause after each sentence, andask students to repeat the sentence during the pause.6.Do exercises in the section.2. SpeakingUseful Expressions:What do women like most?Women really enjoy shopping.Are boys interested in football?Boys are usually crazy about it.Do men and women share the same interests?Men and women are usually keen on different things.V Grammar and Phonetics1. Grammar: Active V oice and Passive V oice1. Introduce the rules related to active voice and passive voice in grammar tips.2. Ask students to do the exercises.3. Check the answers.2. Phonetics: Rising Diphthongs ([ei] [ai] [ i] [əu] [au] )1. Invite some students to read the rising diphthongs, words and sentences.2. Play the recording.3.Tell the students the different positions of the speech organs for these sounds.4. If the class finds it an easy job fulfilling the task, play the recording once and check the students’ answers.5. If not, better play the recordings two or three times and let the students listen and repeat after the recordings.6. Ask the students to read and translate the sentences in Task III and then present the references.VI. Practical Writing1. Teach the Format of Greeting Cards卡片的写作与非正式的信件类似,首先要注明收信人的姓名,最后要有署名。

全新大学英语第二版 BOOK1-UNIT 4 教案

全新大学英语第二版 BOOK1-UNIT 4 教案

Teaching Plan of Unit 4, Book 1 American DreamText A Tony Trivisonno’s American DreamTeaching Objectives:Students will be able to1. understand the main idea and the structure of the text;2. learn to describe a person by his/her characteristic features, together withsupporting details which demonstrate the features;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, speaking and writing activities centered upon the themeof the unit if time and conditions permit.Time RequiredFive Class PeriodWarm-up ActivitiesI. Cultural focus1.American Dream: the belief of Americans that their country offers opportunitiesfor a good and successful life. For minorities and immigrants, the dream also includes freedom and equal rights.2.Immigrants: Apart from “native Americans”------Indians------who were living inNorth America when people first arrived there from Europe, all Americans have ancestors who were immigrants. In the U.S. the word immigrants is often used with a positive meaning. People are proud to say that their ancestors were immigrants who came with very little and built a better life for themselves.Most Americans have a clear idea of what life was like for the immigrants: they left home because they were poor and thought talent and hard work could take them from log cabin to White House.Once in the US, life was not easy. Many immigrants had to work for little money in factories where conditions were hard and dangerous and lived in crowded buildings. But slowly they improved their lives and many wrote home to encourage others to come.3.Depression days: the period of severe economic failure in most countries of theworld that lasted from 1929 until World War II. It began in the US when the New York Stock Exchange fell on 29 October 1929, known as Black Tuesday. Many businessmen and banks failed and millions of people lost their jobs. President Franklin D. Rooselvelt improved the situation with his New Deal policy, but the Great Depression was only ended by industrial production for the war.II. Warm-up Questions1.Ask Ss what their dreams are and how they plan to make them come true.2. A fter summing up the Ss’ answers, ask Ss how much they know about the American Dream and from what resources they are informed of it.3. let Ss listen to the taped interview with Dr. hertz and raise the following questions to check their understanding:__ What did American Dream mean to Dr. Hertz’s grandparents?__ Why does Dr. Hertz say that the American D ream is in one’s head and in one’s pocket?(Refer to P 81 of the Teacher’s Book for suggested answers)4. Ss do Cloze B in after-text exercises to have a better understanding of the AmericanDream; when they finish, they will discuss what they have filled in those blanks.5. B ased on the two activities, ask Ss’ opinions on the essence of the American Dream.6. Provide Ss with some background information about the American Dream before summing up and leading into the text by saying:Before we have heard a lot about the American Dream, and by now we know it means the belief that everyone can succeed as long as he/she works hard enough. Of course, we must realize that here success is narrowly defined as financial success. In this unit you will read how such a dream came true.Text ComprehensionI. Macro-reading1.Help the students understand the main idea and structure of the text.1.1. Ask the students about Tony’s American Dream to check if they have previewedthe text.--- Tony’s American Dream: To own a farm1.2. Ask the students to scan the text to circle all the time words, phrases or sentencesin this text. When they finish, ask them to report their findings.Then explain to the students that the story of this text is narrated according to time sequence.---The time phrases or sentences are:One evening, The next two days, Summer passed into fall, The months passed, One day, A year or two passed, After about two years, Sometime later, Then, During the war, After he passed away.1.3. Explain to the students that Tony fulfilled his American Dream step by stepand that the time phrases serve as transitions between steps. Then draw the students’ attention to Tony’s main steps towards his American Dream and ask them the following question:--- Refer to the time words/phrases/clauses you have just circled and tell what steps Tony have gone through in realizing his American Dream.1.4. Let the students know that they are to report what Tony achieved during thedifferent time intervals as they go through each step, which is defined by theappearances of time phrases.---The main steps:Step 1: Tony worked as a gardener at the author’s house (Gardener).Step 2: Tony got a job clearing snow at the author’s factory (Worker).Step 3: Tony learned to be a skilled worker (Skilled Worker).Step 4: Tony bought a house with the author’s help (Owner of a house).Step 5: Tony bought a farm and sent for his family in Italy (Farmer).Diagrams to Present the Main ContentTony’s American Dream (step by step)Part 1 : flat out of checks ----- as a helper at Mr. Crawford’s house (1-10)----- the job One evening the next two daysof clearing snow at Mr. Crawford’s factory (11-13)----- to be a skilled worker(14-16) the months passed one day----- buy a house (17-21) ----- buy a farm and send for his family (22-27)----- died,a year or two passed after about two yearsleaving a prosperous farm and children educated(28-29).Then ,during the warConclusion: not find American dream, but create it. (The writer’s reflections onTony’s American dream.)This story narrated according to time sequence.(these time phrases serve as transitions between each step)1.5. Ask one student to retell Tony’s life story in his/her own wo rds according to the key words and the pictures.1.6. Pair workArrange the students in pairs and ask the students to discuss tofollowing two questions based on the above activities:--- How many parts can this text be divided into and what is the main idea of each part?--- What is the main idea of the text?Part One (Paras1-29): It tells the story of Tony’s life, that is, with determination, and with help from the author, Tony realized his dream of having his own farm.Part two (Paras30-33): I t gives the author’s reflections on the story of Tony.The author thought about why and to what extent Tony had been successful.The main idea: Tony Trivisonno realized his American Dream through his own efforts2.Help the students understand the American Dream and its essence.2.1. Group workBreak into small groups and discuss the following questions. Later, ask some of the students to report the answers of their own groups to the class.--- What do you understand by the American Dream?--- What do you think is the essence of the American Dream?--- Can we have our own Chinese Dream someday? As college students of the new century, what should we do to make it come true?2.2. ConclusionIn any sense, Tony is ordinary, as is shown in the text. Nevertheless, he managed to realize his dream with his determination and hard work. And that isa good example of the essence of the American Dream.As the saying goes, where there is a will, there is a way. One will have more hopes, more choices and more opportunities if he has a dream in his innermost growing self, and sooner or later he will become successful with hard work and determination.Anyway, as is shown by the essence of the American Dream, we are to realize our own Chinese Dream and can build a better life in our country if we hold fast to the dream and always work for it.3. AnalysisThis text, like Text A in Unit 1, employs time words and phrases in narration. Time words and phrases serve as transitional devices by which an author switches from one event to another. The latter event may take place either before or after the former, which allows an author freedom in narration. For example, Text A in Unit 1 thus becomes a piece of narration interspersed with flashbacks. For another example, the author of this unit is able to keep his narration concise by simply recounting Tony’s steps towards success, since the time phrases make it unnecessary to squeeze in too many details about how he succeeded during each step.However, we are not saying that details are unimportant. Those details vital to the story development are carefully inserted into the text. For example, why is Tony’s faulty English sentences “l mow your lawn” repeated four times? That’s because it shows Tony’s determination in finding a job and his optimistic view that people wouldhelp a man who needed a job.Besides, does the author himself ever make a statement claiming Tony to be a good worker? No. he makes you infer from other people’s compliments(e.g., “my wife said he was very helpful”, the personnel department “said Tony was a very good worker”; “ I got a report that he had graduated as a skilled grinder”, when Tony died, people found “the farm green with vegetables, the little house livable and homey. There were a tractor and a good car in the yard. The children were educated and working, and Tony didn’t own a cent.”)Or consider the three instances where Tony’s physical appearance is described. They present an increasingly well-to-do Tony. Or, have you noticed that Tony had remained sta nding when he talked to Mr. Crawford until in Line 65 “we sat down and talked”? Tony’s social status improved enough to allow him to sit down with Mr. Crawford.II. Micro-reading1. Vocabulary (See Appendix 1)2. StructureS.+ Verb+Object+Adj.I went into my house unhappy.Follow-upI.Group discussion1. What is the author’s interpretation of the American Dream as illustrated in the story of Tony?2. Do you think integrity, determination and hard work can take everyone from log cabin to White House? Why or why not3. Do you have a dream? If you have, how do you try to fulfill it?II. Translation(See Appendix 1)1.I tried hard to squeeze a small sum of money as Tony’s wage, and every day Tony gave a thorough cleaning of my yard and did any little tasks我挤出一点钱作为他的周薪,每天,托尼打扫庭院,做些杂事。

新思路大学英语基础教程第一册(第二版)教案unit4

新思路大学英语基础教程第一册(第二版)教案unit4
1)What do you usually do after class?
For example:part-time jobs, volunteer work, sports, student club activities, reading,etc.
2)In the first question, if your answer is “YES”, could you please share your experience andwhat have you got from your extracurricularactivities?
5 mins
Conversation
1.Pre-listening
Step 1
Introduce the background information aboutNational Fitness dayby showing the pictures.
Step 2
Pronounce the new vocabulary and key sentences for the class to repeat and explain some of difficulties.
Step4Teacherasks students to read the new words in the conversation according to thephonetic symbolslearned above.
14 mins
Homework
1) Studentsfurther explore their after-class activities and share it with their partner.
5 mins

新世纪中职英语第二版第一册Unit4LanguageFocus剖析

新世纪中职英语第二版第一册Unit4LanguageFocus剖析

98 ninety-eight 99 ninety-nine 2. 101~999的三位数,百位数和后面的数之间用连词and,百、 千等数词一律用单数形式。例: 101 one hundred and one 225 two hundred and twenty-five 999 nine hundred and ninety-nine 3. 1000以上的数,从后面向前数,每三位中间点“,”,第一个 “,”前为thousand,第二个“,”前为 million,第三个“,” 前为billion。例: 2, 567 two thousand five hundred and sixty-seven 3, 018 three thousand and eighteen
序数词 twentieth
tweБайду номын сангаасty first
One hundredth
Unit 4 Asking for Permission
IV. Language Focus
B. Fill in the blanks with the given numbers or words. Use the correct form.
twenty-first
Unit 4 Asking for Permission
Multiple choice. Choose the best answer for each blank.
IV. Language Focus
1. Please turn to __. A. Page 11 B. the 11st page C. page 11 D. page the 11th 2. At night we can see __ stars in the sky. A. thousands and thousands of B. thousand and thousands of C. a thousand and thousands D. thousand and thousand

新世纪中职英语第二版第一册 Unit4 Task Performing

新世纪中职英语第二版第一册 Unit4 Task Performing

1. I’d like to buy a Levi’s for my __. nephew 2. Can I take a look at your boys’ __?
T-shirts
3. May I have a green one __?
instead
4. __ it isn’t the right size, can I come back and change? In case
Carol: __ to buy this kind of a down jacket. I’d like Shop assistant: What colour __?
would you like Carol: __ at the red one?
May / Can I have a look Shop assistant: Yes, you may / can. / Certainly. Here you are. Carol: May I __? try it on
Unit 4 Asking for Permission
Task 1
C. Class work: Complete the conversation based on the information and pictures. Then study the example dialogues and make short dialogues with the given pictures and hints.
Unit 4 Asking for Permission
VI. Task Performing
T ask 2
Asking about a flபைடு நூலகம்t to rent

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案Unit 1 > Key to Book ExercisesListen and RespondTask One Focusing on the Main Ideas1 Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1) In this monologue (独白) the speaker mainly talks about ________.A) stories about college lifeB) the life of college freshmenC) carefree life of college studentsD) differences between college and high school2) According to the speaker, the freshman experience will ________.A) enable students to find true friendshipB) leave a deep impression on every studentC) decide what a student can do in the futureD) teach students the importance of responsibility2 Read the following statements and then decide whether each of them is true or false based on the information contained in the listening passage. Write T for True and F for False in the space provided before each statement.1) T Freshman experience is an unforgettable experience to college students.2) F Students will feel just as comfortable in their first year at college as in their previous years when they were in high school or back at home. (Students will be away from the comforts and friendships their home provided for them over the previous years.)3) T Students are able to find very good friends at college.4) T Learning to be responsible for oneself at college is very important.5) F Freshmen should not be concerned with their future careers. (During the freshman year, students may start thinking about their future. A certain professor, some ongoing school research programs, or a specific area of study, etc. could all be the factors that may influence students’ future careers.)Task Two Zooming In on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.1) The freshman year at college is, generally speaking, a time filled with anticipation , some anxiety, and wonderful discoveries .2) The workload will be heavier and the major challenges of college work are a large amount of reading and writing and the short deadlines .3) College Friendship will be among the most satisfying and long-term of one’s life. It’s always exciting to discover how wonderfully diverse college relationships can be.4) Students should remember that they are at college with an anticipated mission : they shouldn’t waste time on meaningless things .5) Going to college is not just to get a degree: it is to find out who you really are and what you are really made for .↑返回顶部Read and Explore / Text ATask One Discovering the Main Ideas1 Write down the main idea of the following paragraphs in the space provided.1) Para 2:Top students attain academic excellence by mastering a few basic principles that others can easily learn.2) Para 3:Top students learn to be organized.3) Para 4:Top students know how to schedule their time properly.4) Para 5:Top students are very serious about school and very active in class.5) Para 6:Students benefit from group study.2 Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement. 1) T Being bright does not necessarily make one a straight-A student.2) T A top student knows how to balance between what is more important and what is less important.3) F One student thinks that learning a new word while brushing his teeth helps him learn the new word best.(The student does so in order to save time.)4) T A messy student may waste a lot of time.5) F Professors may concentrate more on the neatness of an assignment than on its content.(The student who turns in neat work is a step closer to a high score.)6) T Students benefit more from group study than from individual study.7) F Pressure from parents is good for students.(Encouragement rather than pressure from parents helps students a lot.)3 Summarize the basic principles that top students master and apply in their studying and put them down in the space provided.Basic Principles That Top Students Master and Applya. set prioritiesb. study anywhere or everywherec. study at one’s preferred timed. be consistentTask Two Reading Between the LinesRead the following sentences carefully and discuss in pairs what the author intends to say by the italicized parts.1) … it is far more important for a student to know how to make the most of his or her innate abilities. (Para. 1)Being bright doesn’t necessarily make a student a top student. What is of more importance is that he / she learns how to make the best use of the abilities that he / she is born with.2) The students at the top of the class attain academic excellence by mastering a few basic principles that others can easily learn. (Para. 2) Anyone can be a top student if he / she adopts some basic principles that are not difficult to learn.3) According to one professor, the student who turns in neat work is already on the way to scoring an A. (Para. 5)One professor said that the student who turns in a piece of neat work is likely to get a very good score.Task Three Voicing Your ViewsWork in groups of threes or fours and discuss the following questions.1) Do you know any other secrets towards academic excellence besides those mentioned in Text A? If so, share them with your classmates.Other possible secrets are:find out the learning strategies that best suit oneself;consult more references;do extra reading;take a short break when tired; etc.2) Which is more important to you on your way towards academic excellence, intelligence or diligence (勤奋刻苦)? Why do you think so?Some students will opt for intelligence because some people hold that one can’t be a top student if he / she is not bright enough. Other students may say that diligent work always pays off.3) Do you think parental influence is a very important factor in a child’s academic excellence? Why or why not?Most people will say that good parental influence usually has positive effects on the children because parents are role models and first teachers of their children.4) Do you often participate in group study? Why or why not?People are sometimes divided on this question. Most people are positive towards group study because they learn better by discussing homework and problems together. Some may be negative toward group work, as they feel they are most efficient when studying alone. The attitude toward group work has been proven to be related to one’s personality.↑返回顶部Read and Explore / Text BChecking Your VocabularyWord DetectivePlay detective and find the required word or phrase in Text B according to the clues given. Then, make at least two sentences with each of the words or phrases you have found. The number of the paragraph in which the target word or phrase appears is given in brackets.1) A verb meaning “to ask in payment”: (Para. 1)Write down the target word here: chargea. The shop doesn’t charge for delivery.b. They charge a heavy tax on imported wine.2) A noun meaning “a person of the same age, class, position, etc. as oneself”: (Para. 1)Write down the target word here: peera. The opinions of his peers are more important to him than his parents’ ideas.b. Children tend to be influenced by peer pressure.3) A phrase meaning “to arrive at a particular state or position”: (Para. 2) Write down the target phrase here: come toa. The two brothers quickly came to blows during their quarrel.b. All this sex and violence on the TV — what is the world coming to?4) A noun meaning “an amount of money that a person, business, etc. borrows, especially from a bank”: (Para. 2)Write down the target word here: loana. How soon do you have to pay off the loan?b. Jim took out a loan to pay for his car.5) A noun meaning “the total produced when numbers, amounts, etc., are added together”: (Para. 2)Write down the target word here: suma. I had to spend a large sum of money to have my damaged car repaired.b. The company was sold for an undisclosed sum.6) An adjective meaning “involving the use of imagination to produce new and original ideas or things”: (Para. 9)Write down the target word here: creativea. A creative person has the ability to invent and develop original ideas, especially in the arts.b. This job is so boring. I wish I could do something more creative.7) A verb meaning “to make sb. feel it necessary to do sth., especially because of a se nse of duty”: (Para. 10)Write down the target word here: obligatea. He felt obligated to visit his parents every weekend.b. Do you feel obligated to see your teacher who is now in the hospital?2 Match the words in Column A with the meanings in Column B. Put the corresponding letter in the blank after each word.Column A Column B1) project b a. difficult to deal with; not easy2) unique e b. a piece of work that needs skill, effort, and careful planning3) tough a c. being expected to happen at a particular time4) due c d. (a feeling of) nervous anxiety, worry, or pressure5) tension d e. being the only one of its type6) solution f f. answer to a problem, question, difficulty3 Rewrite each of the following sentences with a phrase that appears in Text B. Focus on the italicized parts. The number of the paragraph in which the target phrase appears is given in brackets.1) Don’t worry. He might accept our suggestion if someone tries to influence him properly. (Para. 1)Don’t worry. He might accept our suggestion if someone works on him properly.2) He is studying French as the chief subject at the university. (Para. 9)He is majoring in French at the university.3) Sandra was determined to become a doctor and after 10 years her persistence (坚持不懈) became successful and profitable. (Para. 9) Sandra was determined to become a doctor and after 10 years her persistence paid off.4) Of course I admire her —in spite of everything, she is a great politicia. (Para. 10)Of course I admire her — after all, she is a great politician.5) The story of Linda and Barbra in Text B is symptomatic of all the pressures combined. (Para. 13)The story of Linda and Barbra in text B is symptomatic of all the pressures put together.6) May I draw your attention to the fact that if we don’t leave now we shall miss the bus? (Para. 16)May I point out that if we don’t leave now we shall miss the bus?Checking Your Comprehension1 Answer the following questions with the information contained in Text B.1) What does the writer mean by “brutal economy”?Para. 2 in the text provides the answer. Studying at college means a huge sum of money to pay for tuition, room and board, books andmany other expenses. A student may have a loan of up to $5,000 when he graduates, and this same student has to work both part-time and full-time whenever possible at college.2) Why are humanities courses not popular with parents?Parents want to make sure that their children have a secure future and they don’t think that humanities subjects with no “practical” value will pay off.3) What are the possible reactions of a student who suffers from peer pressure?Examples of possible reactions include:a. always thinking other students are brighter and study harder;b. studying at the library as late as possible;c. doing homework till early morning;d. getting into a panic when exams are approaching and papers are due;e. getting sick and stuck;f. oversleeping due to tiredness; andg. doing more than expected.4) Who can help to free students from the pressures they suffer from? Professors, parents, and friends can help to free students from the pressures they suffer from, but it is the students themselves who should relieve themselves of the pressures.5) Explain in your own words why, according to the text, economic pressure is closely connected with parental pressure, and peer pressure with self-induced pressure.a. Students normally find it hard to cope with different kinds of fees at college without parental help. However, when students do get financial help from their parents, they will feel obligated to follow their parents’ advice, sometimes against their own will, because after all, their parents are paying all their expenses at college.b. When a student thinks that his / her peers are brighter and study harder, he / she will push himself / herself more, which will in turn induce more pressure on himself / herself.2 Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement. 1)T Without parental help, a student may be expected to have a large loan to pay back after graduation.2) F Many students dream of becoming dentists.(Many students don’t want to take pre-medical courses. So they go off to their labs as if they were going to see a dentist.)3)T Knowledge in the humanities can help create leaders in all general fields.4)T Lawyers, doctors and businessmen usually earn more than most of other people.5) F Students who finish an assignment up to requirements will be given the same credits as those who have done more.(When most students are doing more than they are expected to, those who are doing normal work can be perceived as not doing well.)3 Listed in the left column are the four pressures faced by college students and in the right column are causes or consequences linked to the pressures. Relate the causes or consequences to the types of pressure by following the example given. Some causes or consequences can be related to more than one type of pressure.Types of Pressure Causes or ConsequencesA. economic pressure ( a, d )B. parental pressure a. loans to payb. taking some courses unwillinglyc. taking courses with “practical value”( b, c )C. peer pressure( e, f, g )D. self-induced pressure ( e, f, g )d. heavy tuition fees, expenses on rooms and bookse. thinking some fellow students are working harderf. staying in the library till very lateg. doing more work than required4 Read the following sentences carefully and discuss in pairs what the author intends to say by the italicized parts.1) But there are no villains; only victims. (Para. 1)Nobody is to blame for the pressures college students are suffering; all involved are victims.2) They go off to their labs as if they were going to the dentist. (Para. 4) Many students who are taking pre-medical courses don’t like this major at all.3) They are caught in one of the oldest webs of love and duty and guilt. (Para. 9)Parents and children are trapped in an age-old struggle between feelings of love, duty and guilt arising out of their different outlooks.4) “Will I get everything done?” (Para. 13)The student is totally worn out and has become suspicious of his / her own ability.5) Pity the poor student who is still just doing the assignment. (Para. 15) The students who just fulfill what they are asked to do are put at a disadvantaged position.6) The tactic works, psychologically. (Para. 16)Teachers are likely to give a higher credit to students who do more than expected.↑返回顶部Optional Classroom Activities1 Sit in groups of threes or fours and discuss each of the following questions.1) Do college students in China suffer from the same pressures mentioned in Text B? Are there any differences?Most students perhaps will say “yes” to this question as the four kinds of pressure mentioned in the text are also felt by Chinese university students. The only significant difference, perhaps, lies in the fact that Chinese university students enjoy more financial support from their parents than their American counterparts.2) What is your major? Who chose this major, you or your parents? Are you happy with your major so far? Give reasons.Answers will vary depending on who the student is and what family background he or she comes from.3) Are you working part time while being a full-time student? If so, why are you working part time? If not, do you think it’s good to work part time while being a full-time student?Some students in China are working part time while being full-time students. Some work because they need money to cover their expenses at college; some work because they think working experience is important for them.2 Sit in groups and discuss with your classmates the learning methods effective in achieving academic excellence you agree with. Write down your answers in the space provided in the following table.Learning Methods Effective in Achieving Academic Excellencea. master and apply basic principlesb. be organizedc. schedule one’s timed. treat every assignment seriously and participate in classe. join in group studyf. do supplementary readings…3 Learning styles are different from person to person. Some people prefer to study individually while others prefer to study collaboratively (合作地), that is, in a group. What are the advantages and disadvantages of each? Discuss this question in groups and put down your answers in the space provided.Advantages of Studying Individually Disadvantages of StudyingIndividuallya. better concentrationb. at one’s own pacec. can study any time and anywhere …a. with no one to share ideas and ask questions b. may feel bored sometimesc.…Advantages of Studying Collaboratively Disadvantages of Studying Collaborativelya. discuss problems together and hence achieve better understandingb. enjoyable to work with someone elsec.…a. possible distractionsb. may not be time-effective sometimesc.…↑返回顶部Enhance Your Language Awareness Words in Action2 In the box below are some of the words you have learned in this unit. Complete the following sentences with them. Change the form where necessary.1) Rules and regulations should be strictly followed; no one is supposed to compromise on safety standards.2) She can’t blame others. She must pay for her self-induced blindness.3) He steered the boat carefully between the rocks.4) An examiner must have some knowledge in testing; otherwise he cannot frame his questions clearly.5) His last remark demonstrated his lack of knowledge on this subject.6) Finally the police had to employ force to break up the crowd.7) He claims that the new teaching approach helps to promote students’ creative ability.8) The teachers were most impressed by your performance in the exam. You scored 98 marks whereas most of your classmates failed.9) Among all the workers interviewed every one agreed that Martin had made an important contribution to the company’s success.10) I know you did it deliberately , just to annoy me.11) We should try our best to help those who are in financial difficulty and cannot pay their tuition fees on time.12) The fast economic growth of our country has attracted the attention of many economists (经济学家), who all think that it is a miracle.3 In the boxes below are some of the expressions you have learned in this unit. Do you understand their meanings? Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary.1) Being a mother of two young kids, Sarah always makes a point of spending as much time as she can with them.2) I looked up the word in the dictionary to refresh my memory of its exact meaning.3) The chairman warned yesterday that a pay rise for teachers would lead to job cuts.4) Realizing that his retirement (退休) was near at hand , he looked for some additional income.5) The famous actor keeps fit by working out for an hour every morning.6) She is constantly under pressure and it is affecting her health.7) Last but not least , I would like to thank all the people who have given us unselfish assistance throughout these years.8) We’ve been trying to get back to you, Tom, but we think we took your number down incorrectly.9) In addition to giving a general introduction to computer science, the course also provides practical experience.10) All the students were involved in making costumes and scenery for the show.11) It was a perfectly ordinary day; in other words , I went to work and came home as usual.12) Critics pointed out that the prince, on his income, should be paying tax.13) Don’t say it is profitless to do this. The effort will pay off in the long run.4 Fill in the blanks with words listed in the box below. Change the form where necessary. Then rearrange the given letters to form two words related to college life and complete the final sentence with the two words.1) All the students in my class s c o r e d well in the quiz this time.2) The meeting is s c h e d u l e d for Thursday.3) I’ve been a s s i g n e d the job of looking after the new students.4) We’ve got to try and m o t i v a t e our salesmen.5) The success of this experiment is c r u c i a l to the project as a whole.6) New efforts are needed to p r o m o t e the cause of world peace.7) Our team p e r f o r m e d very well in the match yesterday.8) How to solve this problem is still a matter of d e b a t e.9) I s c a n n e d the list of the names to see if hers was on it.10) They d e v i s e d a plan for getting the jewels out of the country.11) He a d v o c a t e d a reduction in military spending at yesterday’s conference.12) Will you c l a r i f y that statement you made just now?13) You must learn to set your p r i o r i t i e s in life.14) He asked more than I was willing to pay, but finally we c o m p r o m i s e d on a price.15) The report should be considered within its social c o n t e x t.16) She u n d e r t o o k all the responsibilities for the changes that had been made.Final sentence: Achieving a c a d e m i c e x c e l l e n c e is a very important part of college life.Increasing Your Word Power1 The same word can perform different roles and functions as different parts of speech. Listed in the box below are some of these words. Complete the following sentences with the words in the box. Make sure that your sentences are grammatically correct.1) The Nile is one of the principal / major rivers of Africa.2) Your story is a great one, but I think I can top yours with an even funnier one.3) My friend Mary is a psychology major at Stanford University.4) William has always been a hardworking student. It is no wonder he came out top in the exam again.5) Mr. Williams is retiring at the end of this year; he has been the principal of this school for 20 years.6) What did you major in at college, computer science or accounting?7) I haven’t got time to work on the re port yet. My schedule is really tight for this week.8) Many people advocate / have advocated a reduction in college tuition fees.9) He started at the bottom and worked his way out to the top .10) This scientist claims that he has found a new approach to cancer treatment.11) Don’t blame me if it doesn’t work —it’s not my fault.12) Shipbuilding used to be of the major / principal industries of this city.13) He was a strong advocate of free market policies.14) The railway station is trying to schedule another early train to the capital city of the province.15) The judge put the blame for the accident on the driver of the car.16) Most students will get nervous when final exams are approaching .17) He says that he made his statement to the police under pressure , and that the statement is false.18) She slowed down her pace so I could keep up with her.19) The Government should not be pressured into making hasty decisions.20) We have a lot to do today, so pace yourself, or you’ll get very tired.2In this unit there are many words and phrases that are similar in meaning. Find out those pairs of words and phrases and put them down in the space provided.Words and phrases that are similar in meaning:reveal disclosetentative (questions)possible (questions)achieve attainsuper-achiever straight-A studentsteer toward point towardbe caught be trapped3In this unit the verb set is collocated with priorities, timetables, and standards. Try to fill in as many nouns as possible that can go with set in the space provided. If you are not sure of some collocations, consult a dictionary. Then make sentences of your own using the collocations in the space provided.set priorities / timetables / standards / an exam / an alarm / an example / a price /a record / limits1) Who is going to set (the questions for) the exam this time?2) She forgot to set her alarm last night: that was why she overslept.3) Her heroic behavior sets a good example for us to follow.4) We had to compromise and finally the price was set at $1,000.5) We were all pleased to know that Liu Xiang had set a world record in the 110-meter hurdles.6) The government has set strict limits on pay increases.4 Did you notice the suffixes -ion, -ation, -ly in words such as education, expectation, deliberately in this unit? The suffixes -ion, -ation can be put after many verbs to form nouns, and -ly can be added to many adjectives to form adverbs. Listed in the box below are some nouns and adverbs with suffixes -ion, -ation, -ly you have come across in this unit. Write down their corresponding verb and adjective forms in the space provided.Nouns with -Verbs Adverbs with -ly Adjectives ion/ationanticipation anticipate concisely concise association associate deliberately deliberate contribution contribute effectively effectiveedition edit equally equalexpectation expect immediately immediate frustration frustrate presumably presumable participation participate psychologically psychological revision revise ultimately ultimateTask 1: Complete each of the following sentences with a proper noun with suffixes -ion, -ation listed above.1) The dictionary sold well, so the publisher soon printed a second edition .2) This book had five revisions before it was actually published.3) Albert Einstein’s most notable contribution to the world is his Theory of Relativity.4) People are buying extra groceries in anticipation of heavy snowstorms.5) She couldn’t stand the frustration of not being able to save her husband from the fire.6) They want greater participation in the decision-making process.7) Our long association with that company has brought great benefits to both sides.8) I usually enjoy his films, but this latest one didn’t come up to my expectations .Task 2: Correct the mistakes in the following paragraph, paying special attention to the use of adjectives and adverbs. Underline themistakes and write down your corrections in the space below. If you think there is no mistake, write “No Mistake”.1 My sister is learning French as her second foreign language in her university.2 She finds a second foreign language is very useful, especial in today’s world3 where people from different countries find it necessarily to communicate4 frequent with each other. She spends about two hours every day, practising5 French pronunciation and reading one or two short stories. She often says6 that she finds French words easily to remember because many of the words。

新世纪大学英语(第二版)综合教程第1册Unit4

新世纪大学英语(第二版)综合教程第1册Unit4
( Open. )
2. What is the greatest difficulty you have encountered in the process of growing up? ( Open. )
3. “Only adolescents will like adolescents.” What do you think this statement means? Do you agree? Why do you think people say this?
4 1
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Discussion Quotes Watching and Discussion
Unit 4
You have to do your own growing no matter how tall your grandfather was. — Abraham Lincoln
5 1
Get Started
Discussion Quotes Watching and Discussion
Unit 4
When I was a boy of fourteen, my father was so ignorant I could hardly stand to have the old man around. But when I got to be twenty-one, I was astonished at how much the old man had learned in seven years. — Mark Twain Interpretation:
Unit 4 Growing Up
Listen and Respond Read and Explore

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案Unit 1 > Key to Book ExercisesListen and RespondTask One Focusing on the Main Ideas1 Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1) In this monologue (独白) the speaker mainly talks about ________.A) stories about college lifeB) the life of college freshmenC) carefree life of college studentsD) differences between college and high school2) According to the speaker, the freshman experience will ________.A) enable students to find true friendshipB) leave a deep impression on every studentC) decide what a student can do in the futureD) teach students the importance of responsibility2 Read the following statements and then decide whether each of them is true or false based on the information contained in the listening passage. Write T for True and F for False in the space provided before each statement.1) T Freshman experience is an unforgettable experience to college students.2) F Students will feel just as comfortable in their first year atcollege as in their previous years when they were in high school or back at home. (Students will be away from the comforts and friendships their home provided for them over the previous years.)3) T Students are able to find very good friends at college.4) T Learning to be responsible for oneself at college is very important.5) F Freshmen should not be concerned with their future careers. (During the freshman year, students may start thinking about their future. A certain professor, some ongoing school research programs, or a specific area of study, etc. could all be the facto rs that may influence students’ future careers.) Task Two Zooming In on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.1) The freshman year at college is, generally speaking, a time filled with anticipation , some anxiety, and wonderful discoveries .2) The workload will be heavier and the major challenges of college work are a large amount of reading and writing and the short deadlines .3) College Friendship will be among the most satisfying and long-term of one’s life. It’s always exciting to discover how wonderfully diverse college relationships can be.4) Students should remember that they are at college with an anticipated mission : they shouldn’t waste time on meaningless things .5) Going to college is not just to get a degree: it is to find out who you really are and what you are really made for .↑返回顶部Read and Explore / Text ATask One Discovering the Main Ideas1 Write down the main idea of the following paragraphs in the space provided.1) Para 2:Top students attain academic excellence by mastering a few basic principles that others can easily learn.2) Para 3:Top students learn to be organized.3) Para 4:Top students know how to schedule their time properly.4) Para 5:Top students are very serious about school and very active in class.5) Para 6:Students benefit from group study.2 Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement. 1) T Being bright does not necessarily make one a straight-A student.2) T A top student knows how to balance between what is more important and what is less important.3) F One student thinks that learning a new word while brushing his teeth helps him learn the new word best.(The student does so in order to save time.)4) T A messy student may waste a lot of time.5) F Professors may concentrate more on the neatness of an assignment than on its content.(The student who turns in neat work is a step closer to a high score.)6) T Students benefit more from group study than from individual study.7) F Pressure from parents is good for students.(Encouragement rather than pressure from parents helps students a lot.)3 Summarize the basic principles that top students master and apply in their studying and put them down in the space provided.Basic Principles That Top Students Master and Applya. set prioritiesb. study anywhere or everywherec. study at one’s prefer red timed. be consistentTask Two Reading Between the LinesRead the following sentences carefully and discuss in pairs what the author intends to say by the italicized parts.1) … it is far more important for a student to know how to make the most of his or her innate abilities. (Para. 1)Being bright doesn’t necessarily make a student a top student. What is of more importance is that he / she learns how to make the best use of the abilities that he / she is born with.2) The students at the top of the class attain academic excellence by mastering a few basic principles that others can easily learn. (Para. 2) Anyone can be a top student if he / she adopts some basic principles that are not difficult to learn.3) According to one professor, the student who turns in neat work is already on the way to scoring an A. (Para. 5)One professor said that the student who turns in a piece of neat work is likely to get a very good score.Task Three Voicing Your ViewsWork in groups of threes or fours and discuss the following questions.1) Do you know any other secrets towards academic excellence besides those mentioned in Text A? If so, share them with your classmates.Other possible secrets are:find out the learning strategies that best suit oneself;consult more references;do extra reading;take a short break when tired; etc.2) Which is more important to you on your way towards academic excellence, intelligence or diligence (勤奋刻苦)? Why do you think so?Some students will opt for intelligence because some people hold that one can’t be a top student if he / she is not bright enough. Other students may say that diligent work always pays off.3) Do you think parental influence is a very important factor in a child’s academic excellence? Why or why not?Most people will say that good parental influence usually has positive effects on the children because parents are role models and first teachers of their children.4) Do you often participate in group study? Why or why not?People are sometimes divided on this question. Most people are positive towards group study because they learn better by discussing homework and problems together. Some may be negative toward group work, as they feel they are most efficient when studying alone. The attitude toward group work has been proven to be related to one’s personality.↑返回顶部Read and Explore / Text BChecking Your VocabularyWord DetectivePlay detective and find the required word or phrase in Text B according to the clues given. Then, make at least two sentences with each of the words or phrases you have found. The number of the paragraph in which the target word or phrase appears is given in brackets.1) A verb meaning “to ask in payment”: (Para. 1)Write down the target word here: chargea. The shop doesn’t charge for deliver y.b. They charge a heavy tax on imported wine.2) A noun meaning “a person of the same age, class, position, etc. as oneself”: (Para. 1)Write down the target word here: peera. The opinions of his peers are more important to him than his parents’ ideas.b. Children tend to be influenced by peer pressure.3) A phrase meaning “to arrive at a particular state or position”: (Para. 2) Write down the target phrase here: come toa. The two brothers quickly came to blows during their quarrel.b. All this sex and violence on the TV — what is the world coming to?4) A noun meaning “an amount of money that a person, business, etc. borrows, especially from a bank”: (Para. 2) Write down the target word here: loana. How soon do you have to pay off the loan?b. Jim took out a loan to pay for his car.5) A noun meaning “the total produced when numbers,amounts, etc., are added together”: (Para. 2)Write down the target word here: suma. I had to spend a large sum of money to have my damaged car repaired.b. The company was sold for an undisclosed sum.6) An adjective meaning “involving the use of imagination to produce new and original ideas or things”: (Para. 9) Write down the target word here: creativea. A creative person has the ability to invent and develop original ideas, especially in the arts.b. This job is so boring. I wish I could do something more creative.7) A verb meaning “to make sb. feel it necessary to do sth., especially because of a se nse of duty”: (Para. 10)Write down the target word here: obligatea. He felt obligated to visit his parents every weekend.b. Do you feel obligated to see your teacher who is now in the hospital?2 Match the words in Column A with the meanings in ColumnB. Put the corresponding letter in the blank after each word.Column A Column B1) project b a. difficult to deal with; not easy2) unique e b. a piece of work that needs skill, effort, and careful planning3) tough a c. being expected to happen at a particular time4) due c d. (a feeling of) nervous anxiety, worry, or pressure5) tension d e. being the only one of its type6) solution f f. answer to a problem, question, difficulty3 Rewrite each of the following sentences with a phrase that appears in Text B. Focus on the italicized parts. The number ofthe paragraph in which the target phrase appears is given in brackets.1) Don’t worry. He might accept our suggestion if someone tries to influence him properly. (Para. 1)Don’t worry. He might accept our suggestion if someone works on him properly.2) He is studying French as the chief subject at the university. (Para. 9)He is majoring in French at the university.3) Sandra was determined to become a doctor and after 10 years her persistence (坚持不懈) became successful and profitable. (Para. 9) Sandra was determined to become a doctor and after 10 years her persistence paid off.4) Of course I admire her —in spite of everything, she is a great politicia. (Para. 10)Of course I admire her — after all, she is a great politician.5) The story of Linda and Barbra in Text B is symptomatic of all the pressures combined. (Para. 13)The story of Linda and Barbra in text B is symptomatic of all the pressures put together.6) May I draw your attention to the fact that if we don’t leave now we shall miss the bus? (Para. 16)May I point out t hat if we don’t leave now we shall miss the bus?Checking Your Comprehension1 Answer the following questions with the information contained in Text B.1) What does the writer mean by “brutal economy”?Para. 2 in the text provides the answer. Studying at college means a huge sum of money to pay for tuition, room and board,books andmany other expenses. A student may have a loan of up to $5,000 when he graduates, and this same student has to work both part-time and full-time whenever possible at college.2) Why are humanities courses not popular with parents?Parents want to make sure that their children have a secure future and they don’t think that humanities subjects with no “practical” value will pay off.3) What are the possible reactions of a student who suffers from peer pressure?Examples of possible reactions include:a. always thinking other students are brighter and study harder;b. studying at the library as late as possible;c. doing homework till early morning;d. getting into a panic when exams are approaching and papers are due;e. getting sick and stuck;f. oversleeping due to tiredness; andg. doing more than expected.4) Who can help to free students from the pressures they suffer from? Professors, parents, and friends can help to free students from the pressures they suffer from, but it is the students themselves who should relieve themselves of the pressures.5) Explain in your own words why, according to the text, economic pressure is closely connected with parental pressure, and peer pressure with self-induced pressure.a. Students normally find it hard to cope with different kinds of fees at college without parental help. However, when studentsdo get financial help from their parents, they will feel obligated to follow their parents’ adv ice, sometimes against their own will, because after all, their parents are paying all their expenses at college.b. When a student thinks that his / her peers are brighter and study harder, he / she will push himself / herself more, which will in turn induce more pressure on himself / herself.2 Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement. 1)T Without parental help, a student may be expected to have a large loan to pay back after graduation.2) F Many students dream of becoming dentists.(Many students don’t want to take pre-medical courses. So they go off to their labs as if they were going to see a dentist.)3)T Knowledge in the humanities can help create leaders in all general fields.。

Unit 4 Fresh Start新编大学英语第二版第一册教案

Unit 4 Fresh Start新编大学英语第二版第一册教案

Unit 4 Fresh StartUseful InformationAs teachers, we all greet each new school year with feelings of anticipation, excitement, and even a bit of apprehension as we wonder what our new groups of students will be like. Will they be ambitious and interested learners ready to absorb new words and ideas to make them their own, or will we have to prod and push them to learn the new materials to which they are being introduced? Sometimes, in fact often, a class will have a mixture of both kinds of students.In the teaching profession, unlike many other professions, we have the opportunity to make a fresh start each year, indeed each semester. We have the leisure to consider what went right and what went wrong in the previous classes; we can also try slightly different methods of teaching,repeating them in the future if they work and discarding them if they don’t. In this respect teachers are fortunate indeed.What about the students? If they are freshmen, they have many apprehensions and many tensions. They are having to make adjustments to dormitory life, no small thing for many of them. They also are now away from a secure base of family and friends and are hoping that they can make new friends with whom they can share their hopes and fears. Probably they are most apprehensive about whether or not they can succeed in college, and they may be quite worried as to whether or not they will be able to succeed in this English class.Actually the English classroom can be a place where students’ apprehensions are eased. In small group discussions they can be encouraged to talk about themselves, their beliefs, and even their fears. The students in the small groups can be very supportive of one another if they are encouraged to be so. Often, praise from peers can mean more to students than praise from their teachers because they are insecure in their social relationships. Students can also express some of their concerns through writing assignments. Often just writing down something that is bothersome can make an individual feel better. It would be wonderful if we could make the English class a place that students look forward to entering. It is not impossible to have this happen, and we teachers can think about what we can do to make it so.In a sense, each day is a new beginning for both students and teacher, a time when a fresh start can be made. We all have had class sessions that didn’t go exactly as we would have liked. The beauty of teaching is that we can think about how we can keep that from happening again. To live and to be active means that we will all make mistakes. We can learn not to be crushed by our mistakes but to learn from them, and it is essential that we help our students to learn this, too. If we can find positive things to say to a student who has had a “bad day,” we can help him to realize that he can make a fresh start during thenext class and probably will do better. We teachers already know this, but sometimes it doesn’t hurt that we remind ourselves of the fact. If students seek help from us, we can aid them in making their fresh starts, even though sometimes we wonder if we have the time to do so. Then, with their individual successes, we will feel and, indeed, be successful too.Philosophers and poets have also recognized the importance of fresh starts, or beginnings. The 5th century B.C. Greek philosopher Plato stated that “the beginning is the most important part of the work.” John Dryden, the 17th century British poet, reminded his readers of the importance of beginnings both in nature and in art, when he wrote: “By viewing Nature, Nature’s handmaid Art,Makes mighty things from small beginnings grow.”Part One Preparation1. A Freshman’s AlphabetA is for the ASSIGNMENTS that the teachers give us.B is for the BOOKS that I enjoy reading.C is for the CAMPUS where most students live.D is for the DORM that I share with my roommates.E is for the EXAMS that give me headaches.F is for the FRIENDS whom I’m glad to stay with.G is for the GRAMMAR that I learn in the English class.H is for the HOBBIES of mine, such as playing tennis.I is for the INFORMATION that I get from the Internet.J is for the JOB that I want to get after I graduate from college.K is for the KNOWLEDGE that we are gaining in school.L is for the LIBRARY where we can borrow books.M is for the MAJOR of mine -- business.N is for the NOTES that I take in class.O is for the OK that I say to my mother over the phone.P is for the PROFESSORS who give us lectures.Q is for the QUIZZES that teachers give us now and then.R is for the REPORTS that we write after we have done research.S is for the SCHOLARSHIPS that I hope to win.T is for the TUITION that my parents pay for my education.U is for the UNIVERSITIES that give us the chance for higher education.V is for the VACATIONS that I’m looking forward to.W is for the WEEKENDS when I can relax myself.X is for the X’MAS CARDS that I will receive from my friends in December.Y is for the YAHOO that we like to visit on the Internet.Z is for the ZOO where we can learn about all kinds of animals.Supplementary ActivityThe teacher can ask the students to work in pairs and prepare a short speech entitled “A Freshman’s School Life”. They can do it either in class or after class. Ask them to use as many words from the Freshman’s Alphabet as possible.Sample:I’m a freshman at Zhejiang University. My major is Economics. I have been on campus for about two months, and I’m living in a dorm which is close to the library of the university. So far I have been enjoying my new life except that sometimes I worry about the mid-term and final exams. The professors stress almost every time that our students’ primary purpose here is to gain as much knowledge as possible. We should attend class regularly and take good notes; we should hand in our assignments on time; we should read all the books we need to read and write neat reports with few mistakes in grammar; and the results of quizzes will account for part of our grades. Usually we are very busy during the week. But on weekends we can devote some time to our own hobbies. The thing I like to do most is to surf the Internet, to visit web sites like Yahoo for the kind of information I’m interested in. I also like to visit the zoo in my spare time and get to know many animals and birds I haven’t seen before. Some students make use of their spare time to do some part-time job s. They say they have to earn their own tuition. I think I’d better work hard to win a scholarship and finance myself. Now Christmas is coming. I want to send some X’mas cards to my old friends. I miss them very much and hope to see them again in the winter vacation. But above all, I hope I will be Ok in the finals.2. A Letter from CollegeSTEP ONESample:1)The letter is intended to tell her mom that everything is OK in school, but money isbadly needed. The daughter dots the letter with a lot of $s, the symbol of money, to indicate the real intention of the letter. Obviously, Susan is asking for money from her mother in a very tricky way.2)It can be seen that the mother has seen through her daughter’s trick. In a similarway she dots her letter with NOs, suggesting that she turns down Susan’s request and encourages her to study hard.STEP TWOSamples:- I usually call home on weekends to say hi to my parents.- I will call home whenever I miss my parents.- Once I wrote home about my new girlfriend/boyfriend.- I couldn’t help calling home when I fell ill.- I write home once a month telling my parents about my school life.- Sometimes I called home just because I wanted to tell them that I was short of money. - I often write to my parents for their advice.- As soon as I learned that I had got a good grade, I called my parents.- Once I called my parents after I had failed an exam. I felt much better afterwards.- Just yesterday I called my mother and said “Happy Birthday!” to her.Part Two Reading-Centered ActivitiesIn-Class ReadingII. Pre-ReadingSample 1I felt excited when I came to the campus for the first time. It was so big and beautiful – tall buildings, lovely flowers and trees, and grand lawns. Welcoming slogans could be seen here and there. And inspiring music from the loudspeakers added to my excitement. Spacious as it is, the campus was crowded by freshmen like me, their busy parents, teachers and old students who were helping with our registration. Suddenly I felt that I was no longer my mom’s baby; I was an adult! I was overwhelmed with pride and excitement.Sample 2I felt at a loss when I first came to the university. The campus was so big that I was afraid I would get lost if left alone. It seemed to be messy and noisy everywhere, with thousands of people coming and going. I felt a little dizzy and tired after a whole day’s journey by train. All I could do was to follow my parents here and there, not knowing what to do and what to say.Sample 3I still remember the day when I first came to the university. After the registration my parents left and I found myself standing alone in a place I had never been before. It seemed that everyone on campus was watching me. I was feeling so ill at ease that I even found it difficult to gather myself. When I came back to my dorm, my roommates were busy making their beds. I just sat there and began to think of my parents. The sense of loneliness was so strong that I thought I was going to cry.III. Passage ReadingWords, Phrases and Grammatical Points1. …keep my ears open and my mouth shut… ( l. 4 )这是keep带形容词或过去分词作宾语补足语的结构。

大学英语第一册unit4教案

大学英语第一册unit4教案

#### 教学目标1. 培养学生对英雄主义话题的兴趣,提高口语表达能力。

2. 理解并掌握本单元的核心词汇和语法结构。

3. 提升阅读理解能力,学会分析文章结构和段落写作技巧。

4. 培养学生的写作能力,学会运用所学短语和句型进行写作。

#### 教学内容- Unit 4 相关文章阅读- 英雄主义话题讨论- 词汇学习- 语法结构学习- 段落写作技巧#### 教学方法- 任务型教学法- 情境教学法- 合作学习法#### 教学步骤##### 一、导入(5分钟)1. 通过提问的方式引入英雄主义话题,例如:“在你心中,谁是英雄?为什么?”2. 引导学生分享自己的看法,激发学生对英雄主义的兴趣。

##### 二、阅读理解(15分钟)1. 让学生快速阅读文章,了解文章大意。

2. 针对文章内容,提出问题,引导学生分析文章结构和段落写作技巧。

3. 学生分组讨论,分享阅读心得。

##### 三、词汇学习(15分钟)1. 引导学生关注本单元核心词汇,如:heroism, disaster, tornado, drought 等。

2. 通过例句、图片等形式,帮助学生理解和记忆词汇。

3. 学生进行词汇接龙游戏,巩固所学词汇。

##### 四、语法结构学习(15分钟)1. 介绍本单元的语法结构,如:一般现在时、一般过去时、被动语态等。

2. 通过例句、练习题等形式,帮助学生掌握语法结构。

3. 学生进行语法填空练习,巩固所学语法。

##### 五、写作技巧(15分钟)1. 讲解段落写作技巧,如:主题句、支持句、结论句等。

2. 学生根据所学短语和句型,进行段落写作练习。

3. 教师批改学生作业,并进行针对性指导。

##### 六、讨论与展示(15分钟)1. 学生分组讨论,分享自己对英雄主义的看法。

2. 每组选派代表进行展示,其他学生进行评价。

3. 教师总结讨论内容,强调英雄主义的重要性。

##### 七、总结与作业布置(5分钟)1. 总结本节课所学内容,强调重点。

新世纪英语教案第1册Unit Four

新世纪英语教案第1册Unit Four

Unit FourMoving from Detroit to Hobbs教学目的(teaching objective):Master the key words and structures. Be able to explain the differences between big cities and small towns mainly in terms of life styles and social concepts. Discuss the advantages and disadvantages of either.教学内容、课时安排及方法设计( contents, classes and method)教学重点(key points):教学难点(teaching difficulties):1.Understand the text:eg. The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences.2.定语从句的判定对句子理解的重要影响。

3.语法讲解应由潜入深。

教学方法(teaching method):讲授法:通过教师分析讲解使学生掌握重点难点。

阅读指导法:给出阅读提纲,要求学生作好阅读笔记;实验法:主要应用于听力训练和课堂讨论;练习法:指导学生正确完成练习。

教学手段(teaching instrument):课堂教学和多媒体教学相结合,使用听音设备进行听力训练。

教学过程(teaching procedures):(含板书设计)Lead In Activity; Study of the Text; Study of Words and Phrases; Study of Reading Skills; Study of Practical Reading; Study of Practical Writing; Study of Practical ListeningThe first period:I. Lead in:(教学互动)1) Ask the students to look at the pictures on page 37 in the textbook, then discuss the gains and losses either they live in a big city or in a small town. And then ask some students to tell their choices and reasons in class.2) Give out a question for the students to think about: To explain the advantages and disadvantages of city and country life from their personal experience.II. Read in:1. Background Information:1) DetroitDetroit is the largest city in Michigan, The Detroit area is the world’s foremost automobile manufacturing center, thus giving Detroit its nickname the Motor City, and is one of the nation’s leading industrial centers.2) MichiganState in the East North Central United States. It is unique among the states because it consists of two peninsulas completely separated by water and bordering on four of the five Great Lakes.3) HobbsIt is a city in southeastern New Mexico, Us, founded by James Issac Hobbs in 1907. It became a booming town after the discovery of oil and natural gas in 1928. 4) New MexicoOne of the Mountain states, located in the southwestern United states. A land of plains, plateaus, and mountains, New Mexico is famed for the great variety and magnificent colors of its scenery.5) Topic-related words or phrases:immigration: the movement of people into another nation with the intention of residing there permanently. The contrasting term emigration refers to the movement of people permanently leaving a nation.Culture shock: It means the emotional and behavioural reaction to living and working in another culture. Each person will experience culture shock differently based on his or her personality.III .Study the New words and expressionsDirections:1) listen to the tape recording or ask the students to read the new words,2) correct the pronunciation, ask the students to read after the teacher.3) explain some usage of words and phrases and the methods of learning new words such as word building.The second and third periods:1. Study the text in detail :Directions:1) listen to the tape recording or ask students to read the text2) explain the text paragraph by paragraph.3) Language Points of the textParagraph 1I was born in Detroit, Michigan, and had lived there all of my life(一生) until I married and moved with my husband to Hobbs, New Mexico, The morning that my parents took us to the airport, they cried as if I were leaving the country and moving to a foreign land(背井离乡). Although I felt a bit anxious, I thought that surely there could not be much difference between one state or city and another. It did not take me long to(没多久我就….)discover, however, that moving from Detroit to Hobbs was not easy1.as if: in a way that suggests that something is true.(仿佛,好像)=as though( 在它们引起的从句中,谓语要用虚率语气。

英语:Unit4《Drama》教案(上海新世纪版S3A)

英语:Unit4《Drama》教案(上海新世纪版S3A)

Unit 4 Drama一、单元分析(Unit Analysis)(一)单元地位(Unit Position)1.本课在对戏剧描述时,谈及了戏剧的特点以及如何欣赏英语戏剧。

教师可围绕“戏剧”这一主题,让学生知道:what is drama?同时设计活动让学生参与戏剧的改变或者表演,加强对戏剧的基本要素的了解以戏剧演员的自身要求。

了解了戏剧的方方面面,学生才能学会如何欣赏和评论戏剧这一单元会弥补学生对戏剧知识的空白,激发学生热爱戏剧,自编戏剧,同时也提高了学生的文化素养。

2.围绕本课主题“戏剧”,学生探讨一部戏剧的定义和戏剧的基本要素:plot,character,setting,theme,language,setting,spectacle,music…。

并在此基础上,学会欣赏,表演或改编戏剧。

3.本课中依然是复习上单元的语法现象——虚拟语气。

本单元主要学习以下的虚拟:I wish I could…; If only… 对于这一语法现象,教师有必要在课堂教学中加以一定的句型操练。

同时结合上一课的虚拟复习整个虚拟语气现象。

4.设计对话,小品等形式,让学生在任务型教学模拟情境中反复操练本单元出现的虚拟语气从句语法现象。

(二)单元目标(Unit Target)1 了解虚拟语气语法现象,能掌握虚拟语气的用法。

2 学会如何欣赏英语短剧。

3学会把英语短故事改编成短剧。

4练习辨别和听信息中的要点:the first/ second point/ reason/ …is…5学会评论戏剧(三)单元重点(Unit Points)1、关键词:◆语言知识类Make/ win/ lose a bet a bet. Set out, fade in, in the name of , cheer sb up, in pairs, mistake A for B , delay doing sth,under arrest , the specified time . a most unfortunate resemblance , make today an exception , note that , reach one’s goal ,on top of the world , five seconds more,There is no point in doing …◆交际功能类1)戏剧的基本要素:characters,(narrator ),setting(place,time)theme(music)2)theme 的特点:dramatic,anxious,unhappy,fade in,exciting,triumphant2 功能:1)commenting on dramas and operas 参考课本第68页Useful Language●Did you enjoy the play?●Did they put on a good performance?●How did you like the stage setting?●I cannot honestly say I followed every word.●I can’t say much for the play.●The costumes and scenery were terrific/ marvelous.●George was really great in the part of Fogg, wasn’t he?●He is very good at playing the role of Fix.●I haven’t seen a better play for quite a long time.●The plot’s quite simple, but the theme’s great.2)Describing things using subjunctive mood (“虚拟语气”描述事物)●I wish I had traveled around the world in eighty days.●If only I had a million pound note!3 语法点:本课出现了虚拟语气的现象:if he did not return to the club,I wish,,,,if only,应作为本课的教学重点。

新世纪大学英语综合教程1-课后答案-第二版--秦秀白-Unit-4-Growing-up-Keys精品资料

新世纪大学英语综合教程1-课后答案-第二版--秦秀白-Unit-4-Growing-up-Keys精品资料

Unit 4 Growing up: Keys to the execises Enhance Your Language AwarenessWords in ActionWorking with Words and Expressions1 Listed in the boxes below are some of the words that you need to be very familiar with. Now work in pairs and make sentences with each of them to see if you have really mastered their usages. You are encouraged to consult a dictionary if you are still not quite sure about their meanings and usages.1) When the father learned about his son’s scho ol performance, he beamed with satisfaction.2) How do people celebrate New Year’s Day in your country?3) What are you complaining about? You have already got everything you want.4) There were 24 people enrolled in the French class.5) The children panicked when they saw the serious look on the teacher’s face.6) When I turned off the TV, all my three kids protested.7) He is too stubborn to admit that he was wrong.8) George is very ambitious about his future though he is just a teenager.9) My son is very good at figures, and he plans to take up Mathematics as his major.10) He got very frustrated when he learned that he had failed the exam again.11) Being a very possessive father, he felt very unhappy when he learned his daughter was going to get married.12) How can you keep your children at home for the whole week? Of course, they willget restless.2 In the box below are some of the words you have learned in this unit. Complete the following sentences with them. Change the form where necessary.1) She finds herself in conflict with her parents over her future career.2) The two parties finally overcame their differences on the matter of interest rate (利率).3) Some strange customs have survived from earlier times.4) Please let us know if you can attend the meeting scheduled (事先安排) for the coming Thursday.5) She frowned with displeasure as she was reading her son’s school report.6) Students are likely to let their minds wander if the teacher’s lectures are dull and boring.7) I always feel so guilty about not visiting my parents more often, but I do have lots of things to cope with every day.8) The local farmers sustained heavy losses during the flood season.9) The next morning we all went out to survey the damage caused by the fire.10) The sudden appearance of a tiger from the woods terrified us all.11) International students are required to carry medical insurance as a condition of enrollment (注册).12) Adapting to a new culture is no easy task because there are lots of cultural differences to overcome.3 In the boxes below are some of the expressions you have learned in this unit. Do you understand their meanings? Do you know how to use them in the proper context? Now check for yourself by doing theblank-filling exercises. Change the form where necessary.1) The old man was sick of having arguments all the time with his wife.2) “You really can’t imagine what I have gone through,” Mary said,choking back her tears.3) Compared with growing up in primitive societies, growing up in today’s world is in some ways harder.4) When I first settled into teaching in this small town, I felt very awkward, for my neighbors wanted to know everything about me.5) The boys would give anything / the world to meet that football star.6) Tom rushed into the room when Jane and I were in the midstof a conversation.7) It’s true that his father is a world-famous movie star, but Jack became famous in his own right .8) We didn’t plan it like that but it worked out very well.9) At first he found it extremely hard to fit in with his colleagues at the new company.10) When I was in my teens, I gradually grew apart from my parents, only to realize how wrong I was in my later years.11) I’m sorry to hear that you’re suffering from a severe cold.No wonder you did not turn up at the party yesterday.12) It is not a healthy habit staying up too late.13) I was annoyed with my mother’s tight control over me and ended up shouting at her one day.14) The boy was scared of his mother because she would always scold(责怪) him if he did anything wrong.15) Because of my carelessness, I soon found myself in trouble again and then I realized that what my mother had said was right.16) He is not a very responsible person. For instance , he promised to come to our meeting, but never even responded when we invited him.● Increasing Your Word Power1 The words listed in the following box can be used to describe either a teenager or a parent. Go over each word carefully and then choose the right word to complete each sentence.1) He is a very possessive father. He says “no” to all his daughter’s boyfriends.2) A(n) over-protective parent usually weakens his / her child’s belief in his / her ability to solve his / her own problems.3) Are you a(n) frustrated parent whose teenager always makes angry scenes when you try to get him or her to “just DO something”?4) His possessive mother wants him to ring her 3 times a day at least to keep her informed of what he does at school.5) It is often the case that in a family one parent is usually slightly lenient / strict and the other is slightly strict / lenient .6) Teenagers are rather rebellious as they often prefer to be on their own and refuse to listen to their parents.7) Don’t blame him: he’s just a(n)frustrated teenager who feels that he is unable to find his position in life.8) Don’t blame him for not wanting to stay at home. He is justa restless teenager longing for adventure.9) She used to be a(n) stubborn teenager who thought that whatever she believed was correct.2 Match the verbs in the box with the nouns below so that they form correct collocations. If you are in doubt, consult a dictionary. Put the verbs in the space provided and each verb is to be used only once. Then write down six sentences of your own using the collocations.1) survey the damage 2) sustain dents3) attend a meeting 4) terrify somebody5) wrap presents 6) recall an eventWrite down your own sentences here.1) After surveying the damage, we concluded that it was caused by animals.2) His car sustained dents when it hit the road block.3) The teachers will attend our meeting this afternoon.4) The stern expression on his face terrified me.5) Please wrap the presents carefully.6) When he recalled what happened ten years ago, he still couldn’t help feeling sorry.3 Did you notice the suffixes -ize, -ify in words such as realize, terrify in this unit? The suffixes -ize, -ify can be added to nouns or adjectives to form verbs. Now form verbs by adding -ize or -ify to the words given in the table and write down the Chinese meaning for each verb.Nouns / Adjectives SuffixesVerbsChinese Meaningsbeauty beautify 使美起来;美化just justify 证明…正当;证明…无罪modern modernize 使现代化popular popularize 使大众化;普及,推广pure purify 使纯净;提纯simple -ize/-ify simplify 简化;使简易symbol symbolize 作为…的象征,标志test testify 作证,证明;表明theory theorize 使理论化;从理论上说明4 Complete each of the following sentences with a proper word you have thusformed.1) The procedures have been simplified so that users can operate the system easily.2) The flower baskets and paintings helped to beautify the church.3) The pursuit of good ends does not justify the employment of bad means.4) He decided to testify on behalf of the accused man before the jury(陪审团).5) It is much easier to theorize about a solution than to actually put it into practice.6) The government is making efforts to popularize solar energy industry in response to national energy shortage.7) Research has shown that certain green plants can purify indoor air and regulate humidity.8) Many people deeply sympathized with the victims of the disaster and donated whatever they could to help them out.9) In religion and art, an eagle stands for freedom and strength, while adove symbolizes peace and purity.10) The company has made massive investments in modernizing its assembly line(生产线).Grammar in ContextTask 1: Discuss with a partner and explain whether the highlighted verbs below have different meanings when used transitively or intransitively.1) a. I survived my last years of high school until finally I turned eighteen. (Para. 9, Text A)b. Thousands of people were killed in the disaster, but he survived.a.: vt.;b.: vi., with the same meaning: “did not die”2) a. And so when strangers asked me if I was Doctor Eppley’s son,I replied emphatically, … (Para. 4, Text A)b. I wrote him a letter telling him that I would pay him a visit, andhe replied that he would be glad to see me again.a.: vi. meaning “respond in words”b.: vt. meaning “write back”3) a. And I can manage quite well on my own. (Para. 4, Text A)b. He had been managing the business for six years before it made a profit.a.: vi. meaning “succeed in dealing with sth.”b.: vt. meaning “be in control or in charge of”4) a. I was sixteen years old and the neighbors still called me “Doctor Eppley’sson.” (Para. 3, Text A)b. I’ve got to call at the bank to get some cash.a.: vt. meaning “say or consider that (sb. or sth.) is (sth.)”b.: vi. meaning “pay a brief visit”Task 2: Read the sentences below and decide whether each one contains an error in the use of transitive or intransitive verbs. Put a tick (√) before the sentence that is correct. Put a cross (×) before the incorrect sentence and make corrections in the space given below.×1. The couple argued each other right after they got married and refusedto make up.(argued with each other)×?2. The accident was happened right at this spot.(The accident happened …)×??3. Tommy went to the party and he really enjoyed.(enjoyed it)√??4. John really has green fingers. He grows a variety of beautiful flowers in his garden.√??5. Your mother is critically ill. She may not be able to survive this winter.×?6. The boy did not like the new maid. He shouted her every time she tried to touch him.(shouted at)√?7. Can you imagine that Jack called me a thief?√?8. It is quite late now; let me walk you to the bus stop.ClozeComplete the following passage with words chosen from this unit. The initial letter of each is given.When I was a child, I was really proud of having a father who was a well respecteddoctor. I b eamed (1) whenever my teachers said that I was set to become anh onorable (2) man like my father. However, all this changed when I grew into a teenager. I felt a wkward (3) that everybody around me only remembered me as Dr. Song’s son. I p rotested (4) and told them that I would prefer to stand on my own two feet. However, my c omplaints (5) were never taken seriously and I continued to hear c ompliments (6) about me, which were really meant for my father. I then grew very s tubborn (7) and even refused to call my father “Dad.” Although my father f rowned (8) whenever I called him “Lao Song,” my attitude towards him, as I now r ecall (9), did not change until I had a car accident one day. I hit a young man’s car and p anicked (10) as he threatened to beat me up when I told him I had no car i nsurance (11). When I got off my car ands urveyed (12) the damage, I could not help g roaning (13). Out of fear, I told him “I’m Dr. Song’s son.” At this, a sign of r ecognition (14) lit up his face; he smiled and forgave me. What could have been a very difficult situation turned out to befine just because I was Dr. Song’s son. How thankful I felt towards my father.TranslationTranslate the following sentences into English, using the words and expressions given in brackets.1) 很多老师不赞同这种做法。

新世纪大学英语(第二版)综合教程4Lecture Notes_U1教材

新世纪大学英语(第二版)综合教程4Lecture Notes_U1教材

Electronic Teaching PortfolioBook FourUnit One: Man and NaturePart I Get StartedSection A Discussion▇Sit in groups of threes or fours and discuss the following questions.1.Do you think man lives in harmony with nature now?2.Do you think that man has been destroying nature? Could you give some examples?3.What do you think we should do to preserve nature?▇Answers for reference:1. A possible answer:No. The present relationship between man and nature is not as harmonious as before. With the population explosion and the development of the economy, serious damage has been done to nature. All this has resulted in such problems as global warming, soil erosion, shortage of fresh water, droughts and sandstorms. Human beings no longer live in harmony with nature.2. A possible answer:Yes. For example, man has cut down half of the trees that existed 10,000 years ago. The loss of trees has upset the ecosystem and resulted in the extinction of many species. Consequently, nature has lost its balance. Another example is that man has been burning too much fossil fuel for daily use and industrial production, which has caused heavy pollution to our environment.3. A possible answer:Firstly, we shouldn’t develop our economy at the expense of nature. Secondly, we should take as little as possible from nature and put back into it as much as we can. Thirdly, we should form the habit of saving natural resources. We should be aware that natural resources are not inexhaustible. When we reach the point of no return, there will be nothing left for future generations.Section B Quotes▇Study the following quotes about man and nature and discuss in pairs what you can learn from them.▇Frank Lloyd Wrigh t⊙Study nature, love nature, stay close to nature. It will never fail you.— Frank Lloyd Wrigh tInterpretation:As an architect, Wright emphasizes the importance of loving and studying nature. We should observe nature, take care of it and live in harmony with it. And then we will never feel disappointed with it.About Frank Lloyd Wright (1867-1959): an American architect and writer. He was the most creative genius of American architecture.Albert Einstein⊙Look deep into nature, and then you will understand everything better.— Albert EinsteinInterpretation:As a scientist, Einstein believes that a close study of nature will help us better understand things.About Albert Einstein (1879-1955): US physicist and mathematician, born in Germany, who developed the Theory of Relativity, which completely changed the way that scientists understand space and time.William Hazlitt⊙Look deep into nature, and then you will understand everything better.— William HazlittInterpretation:As a writer, Hazlitt urges us to love and appreciate nature heart and soul.About William Hazlitt(1778-1830):a British writer and critic, known for his essays on many subjects, especially literature. His best-known collection of essays is entitled Table Talk (席间闲谈).John Cage⊙The highest purpose is to have no purpose at all. This puts one in accord with nature, in her manner of operation.— John CageInterpretation:Man’s ideal life is to be integrated into nature, so we should respect nature and follow its laws.About John Cage(1912-1992): a US composer and pianist. In 1951, he organized a group of musicians and engineers to make the first music on magnetic tape.Section C Watching and DiscussionWatch the following video clip “If the world warms by 6 degrees” and do the tasks that follow:插入视频片段:“If the world warms by 6 degrees.wmv”1. Fill in the missing words according to what you hear from the video clip.If the world warms by 6 degrees, from a distance the oceans may appear bright blue, but they are marine wastelands. Deserts march across continents like conquering armies. Natural disasters become common events. Some of the world’s great cities are flooded and abandoned. If temperatures soar by 6 degrees within less than a century, we’re going to face nothing less than a global wipe out.2. What do you think are other possible consequences of a warmer climate? (Open.)Script:If the world warms by 6 degrees, from a distance the oceans may appear bright blue, but they are marine wastelands. Deserts march across continents like conquering armies. Natural disasters become common events. Some of the world’s great cities are flooded and abandoned.This could be our world plus 6 degrees.“War mings of 6 degrees over longer time periods have been associated with some of the most devastating mass extinctions which have ever taken place, so it’s certainly fair to assume that if temperatures soar by 6 degrees within less than a century, then we’re going to face nothing less than a global wipe out.”6 degrees of warming has been called the Doomsday scenario.Our lives would never be the same again.Part II Listen and RespondSection A Word BankSection B Task One: Focusing on the Main Ideas▇Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1. What is the main idea of the passage?A) The importance of seafood supplies.B) The fish harvest in the North Atlantic.C) The decline in fish supplies in the sea.D) The importance of protecting sea resources.2. What did people in Europe and America in the 19th century think about marine resources?A) They thought that marine resources were almost exhausted.B) They thought that marine resources were seriously destroyed.C) They thought that marine resources were unlimited.D) They thought that marine resources were endangered.3. Why are the threats to fish more alarming than the threats to animals and birds?A) Because fish is a much needed food resource.B) Because plenty of fish is killed every year.C) Because fish is the only diet for many people.D) Because the sea fisheries are going to be exhausted.4. How much fish is harvested in the North Atlantic every year?A) 12 billion pounds.B) 12 million pounds.C) 20 billion pounds.D) 20 million pounds.5. What warning do scientists give in the passage?A) Natural resources will be exhausted within the next few years.B) Fish reserves will be destroyed within the next few years because of excessive fishing.C) People in some parts of the world will face starvation because of the drought.D) People’s demand on fish will decline in some parts of the world.▇Key:1 D2 C3 A4 C5 BSection C Task Two: Zooming In on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.Today though, there is evidence showing that marine resources are as seriously ________ as those of the land and the air. In fact, in some ways the ________ to fish are more alarming than the threats to animals and birds. This is because fish is a much needed food ________, as people throughout the world depend on fish as an important part of their ________. It is reported that to ________ food demands, 20 billion pounds of fish are ________ every year in the North Atlantic alone. Sea resources are also rapidly ________ in many other parts of the world.Scientists now believe that food ________ from the sea won’t last forever. They warn that ________ fishing will destroy fish reserves within the next few years. They also warn that the decline in fish supply will cause ________ in some parts of the world.▇Answers for reference:Today though, there is evidence showing that marine resources are as seriously endangered as those of the land and the air. In fact, in some ways the threats to fish are more alarming than the threats to animals and birds. This is because fish is a much needed food resource, as people throughout the world depend on fish as an important part of their diet. It is reported that to satisfy food demands, 20 billion pounds of fish are harvested every year in the North Atlantic alone. Sea resources are also rapidly declining in many other parts of the world.Scientists now believe that food supplies from the sea won’t last forever. They warn that excessive fishing will destroy fish reserves within the next few years. They also warn that the decline in fish supply will cause starvation in some parts of the world.Script:The Importance of Protecting Sea ResourcesDuring the 19th century, people in Europe and America claimed that marine resources were unlimited. For example, a noted biologist at the time commented that none of the world’s great sea fisheries were ever going to be exhausted.Today though, there is evidence showing that marine resources are as seriously endangered as those of the land and the air. In fact, in some ways the threats to fish are more alarming than the threats to animals and birds. This is because fish is a much needed food resource, as people throughout the world depend on fish as an important part of their diet. It is reported that to satisfy food demands, 20 billion pounds of fish are harvested every year in the North Atlantic alone. Sea resources are also rapidly declining in many other parts of the world.Scientists now believe that food supplies from the sea won’t last forever. They warn that excessive fishing will destroy fish reserves within the next few years. They also warn that the decline in fish supply will cause starvation in some parts of the world.Part III Read and ExploreText ASection A Discovering the Main IdeasExercise 1: Answer the following questions with the information contained in Text A.1)Does man tend to become less dependent on nature with the rapid development of society?Why or why not?2)What does the author think about the present relationship between man and nature?3)What’s the distinct feature of modern technology according to the passage?4)What’s the solution to the ecological crisis according to the author?5)What’s the author’s attitude towards the human transformation of nature?▇Answers for reference:1)No. As society develops, man tends to become less dependent on nature directly, whileindirectly his dependence grows. For instance, in this industrial society, it appears that man is relying less on nature for its natural gifts since he can produce what he needs with the help of modern technology. However, man still has to take raw materials from nature for production and, in fact, depends on nature more than ever for such irreplaceable resources as coal, oil, and so on.2)According to the author, the present relationship between man and nature is not as harmoniousas before, as the previous dynamic balance between man and nature and between nature and society as a whole has shown ominous signs of breaking down. It is increasingly difficult to obtain irreplaceable natural resources for the needs of production and to eliminate industrial waste.3)The distinct feature of modern technology is the increasing abundance of produced and usedsynthetic goods. With modern technology, man has produced and consumed more synthetic goods than he needs, which has severely polluted nature.4)According to the author, the solution lies in rational and wise organization of both productionitself and care for Mother Nature by all humanity. One of the ways to deal with the crisis is to use natural resources such as solar energy, and the power of winds.5)The author takes a negative attitude towards human transformation of nature. According to thepassage, man’s transformation has brought about fatal destruction to nature. Nature is being exhausted in resources, contaminated by synthetic products, and troubled by ecological imbalance.Exercise 2: Text A can be divided into four parts with the paragraph number(s) of each part provided as follows. Write down the main idea of each part.Part Paragraph(s) Main IdeaI1-2 Man lives in the realm of nature. He is connected with nature by “blood” ties and he cannot live outside nature.II3-4 As society develops, man tends to become less dependent on nature directly, while indirectly his dependence grows because it is increasingly difficult to obtain irreplaceable natural resources for the needs of production.III5-7 At present Mother Nature is being exhausted in resources, contaminated. The previous dynamic balance between man and nature and between nature and society as a whole has shown ominous signs of breaking down.IV 8-9 The solution to man-nature lies in rational and wise organization of both production itself and care for Mother Nature by all humanity.Section B In-depth StudyNature nurtures mankind unselfishly with its rich resources. Yet, man is so carried away in his transformation of nature that he is unaware that it also has limitations and needs constant care. Now worn by the excessive demands of mankind, nature is unable to maintain the ecological balance needed. Humanity is faced with the problem of how to stop, or at least to moderate, the destruction of Mother Nature.Man in the Realm of NatureAlexander Spirkin1 Human beings live in the realm of nature. They are constantly surrounded by it and interact with it. Man is constantly aware of the influence of nature in the form of the air he breathes, the water he drinks, and the food he eats. We are connected with nature by “blood” ties and we cannot live outside nature.2 Man is not only a dweller in nature, he also transforms it. Humanity converts nature’s wealth into the means of the cultural, historical life of society. Man has subdued and disciplined electricity and compelled it to serve the interests of society. Not only has man transferred various species of plants and animals to different climatic conditions, he has also changed the shape and climate of his environment and transformed plants and animals.3 As society develops, man tends to become less dependent on nature directly, while indirectly his dependence grows. Our distant ancestors lived in fear of nature’s destructive forces. Very often they were unable to obtain the merest daily necessities. However, despite their imperfect tools, they worked together stubbornly, collectively, and were able to attain results. Nature was also changed through interaction with man. Forests were destroyed and the area of farmland increased. Nature with its elemental forces was regarded as something hostile to man. The forest, for example, was something wild and frightening and people tried to force it to retreat. This wasall done in the name of civilisation, which meant the places where man had made his home, where the earth was cultivated, where the forest had been cut down.4 But as time goes on mankind becomes increasingly concerned with the question of where and how to obtain irreplaceable natural resources for the needs of production. Science and man’s practical transforming activities have made humanity aware of the enormous geological role played by the industrial transformation of the earth.5 At present the previous dynamic balance between man and nature and between nature and society as a whole has shown ominous signs of breaking down. The problem of the so-called replaceable resources of the biosphere has become particularly acute. It is getting more and more difficult to satisfy the needs of human beings and society even for such a substance, for example, as fresh water. The problem of eliminating industrial waste is also becoming increasingly complex.6 Modern technology is distinguished by an ever increasing abundance of produced and used synthetic goods. Hundreds of thousands of synthetic materials are being made. People increasingly cover their bodies from head to foot in nylon and other synthetic, glittering fabrics that are obviously not good for them. Young people may hardly feel this, and they pay more attention to appearance than to health. But they become more aware of this harmful influence as they grow older.7 As time goes on the synthetic output of production turns into waste, and then substances that in their original form were not very toxic are transformed in the cycle of natural processes into aggressive agents. Today both natural scientists and philosophers are asking themselves the question: Is man’s destruction of the biosphere inevitable?8 The man-nature relation — the crisis of the ecological situation — is a global problem. Its solution lies in rational and wise organization of both production itself and care for Mother Nature, not just by individuals, enterprises or countries, but by all humanity. One of the ways to deal with the crisis situation in the “man-nature” system is to use such resou rces as solar energy, the power of winds, the riches of the seas and oceans and other as yet unknown natural forces of the universe.9 But to return to our theme, the bitter truth is that those human actions which violate the laws of nature, the harmony of the biosphere, threaten to bring disaster and this disaster may turn out to be universal. How apt then are the words of ancient Oriental wisdom: live closer to nature, my friends, and its eternal laws will protect you!▇课文参考译文人在自然界亚历山大·斯伯金1 人类生活在大自然的王国里。

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新世纪大学英语综合教程1课程教案
课次
1
课时
2
课型
(请打√)
理论课□讨论课□实验课□
习题课□其他□
授课题目(教学章、节或主题):
第一册Unit 4 Growing up
教学目的、要求(分掌握、熟悉、了解三个层次):
1.learn and talk about growing up
2.grasp the information provided in the text A;
2. New words and expressions
教学基本内容
方法及手段
Revision and assignment checking: (20mins)
Detailed reading (55mins)
1.listen to the text (5mins)
2.Answer questions:
2.Global Readingof TexMatching
3)Questions and Answers
Multi-media lectures;
Group discussions;
作业、讨论题、思考题:
After the class, students are asked to list theproblems when growing up, especially in our daily life.
参考资料(含参考书、文献等)
秦秀白,蒋静仪,2014,《新世纪大学英语系列教材综合教程教师手册1》,上海:上海外语教育出版社。
教学反思:
新世纪大学英语综合教程1课程教案
课次
2
课时
2
课型
(请打√)
理论课□讨论课□实验课□
习题课□其他□
授课题目(教学章、节或主题):
第一册Unit4 Text A The Doctor’s Son
3.grasp the structure of the text A
教学重点及难点:
1. Significance of growing up
2.Text structure analysis
教学基本内容
方法及手段
Pre-reading activities (55mins)
1.Group Discussion:
参考资料(含参考书、文献等)秦秀白,蒋静仪,2014,《新世纪大学英语系列教材综合教程教师手册1》,上海:上海外语教育出版社。
教学反思:
2. Analysis of the exercises
教学基本内容
方法及手段
Revisionof Text A (10mins)
ReadingTextB (30mins)
1.The General Idea of the Text;
2.Reading Comprehension;
nguage Points
2.Understand Text B and grasp language points in it;
3.Check the exercises;
4.Learn how togive details when describing;
5.Enjoy English
教学重点及难点:
1. How togive details when describing;
1)How did you feel about your parents when you were a child? Did your attitude towards them change when you grew into a teenager? Explain the change, if any.
Assignment check (20mins)
Finish the exercises on pages54-63
From reading to writing (25mins)
2. Writing Task: Sample Writing
Enjoy English (5mins)
Relevant Knowledge: some famous writers and their masterpieces
教学目的、要求(分掌握、熟悉、了解三个层次):
1.Fully understand the text;
2.Grasp new vocabulary and key structures;
3.Learn tobridge the generation gap
教学重点及难点:
1. Understanding of the text;
Multi-media lectures
作业、讨论题、思考题:
1What is the generation gap?
2.What are the causes of the generation gap?
3.How to bridge the gap?
Discuss this question with your roommates and write down your answers in the workbook.
教学反思:
新世纪大学英语综合教程1课程教案
课次
3
课时
2
课型
(请打√)
理论课□讨论课□实验课□
习题课□其他□
授课题目(教学章、节或主题):
第一册Unit 4 Text A & Text B
教学目的、要求(分掌握、熟悉、了解三个层次):
1.Review language points in Text A;
2)Recall a conflict you once had with your parents. Explain why you were upset by your parents.
3)What would you do when you could not agree with your parents? Use an incident from daily life to support the description.
作业、讨论题、思考题:
Read Text B by yourselves before class andfinish the exercises on pages 43-45
参考资料(含参考书、文献等)
秦秀白,蒋静仪,2014,《新世纪大学英语系列教材综合教程教师手册1》,上海:上海外语教育出版社。
Questions about understanding:
Questions about language points:
Post-reading (10 mins)
Synonyms and Antonyms
Multi-media lectures;
Pair work;
Question answering
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