Unit1-全新版大学英语(第二版)综合教程2电子教案
综合英语教程第二册第二版第一课教案
Unit 1 “We’ve Been Hit”Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. What’s the building that was hit?2. What was the event? When did it happen?（插入视频）Script:News: We have unconfirmed reports this morning that a plane has crashed into one of the towers of the World Trade Center. CNN Center right now ...Officer A: Holy shit!News: ... work on this story, calling our sources and trying to figure out exactly what happened, but, clearly, something relatively devastating happening this morning there. We’re going to join another one of our New York affiliates for their live coverage. Here at the top of this tower, there’s a huge, gaping hole, flames still inside.Officer B: Can you believe this? What schmuck笨人 would fly a plane into the Trade Center? Officer C: Maybe they ran out of gas or something.Officer B: Yeah, Colovito. Right.Officer D: Maybe some jerk-off forgot which lever to pull on his twin-engine.Officer E: That’s not a small plane.Officer B: Hell, no.Police Chief: All right, listen up! Let me have your attention here! They’re telling us it’s a commuter plane. Tower One is being evacuated as a precaution. They’ve asked us to send a team down to assist. Sergeant McLoughlin.Team Leader: I’ve got a list of names here. Step out when you hear it. We’re going downtown. (Roll-calling)Answers to the Questions:1. The building is the Twin Towers of the World Trade Center in New York City.2. It was one of the 9/11 attacks. It happened on September 11, 2001.II. Cultural information1. President Bush’s address to the nation （添加录音gwb9-11address）Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable卑劣的 acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing have filled us with disbelief, terrible sadness and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.A great people has been moved to defend a great nation. Terrorist attacks can shake thefoundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent削弱 the steel of American resolve. America was targeted for attack because we’re the brightest beacon灯塔 for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil — the very worst of human nature — and we responded with the best of America. With the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government’s emergency response plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New York City and Washington D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well.The search is underway for those who were behind these evil acts. I have directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor窝藏 them.I appreciate so very much the members of Congress who have joined me in strongly condemning 谴责 these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences哀悼and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism.Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a Power greater than any of us, spoken through the ages in Psalm 23:Even though I walk through the valley of the shadow of death, I fear no evil for you are with me. This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world.Thank you. Good night. And God bless America!2. September 11 attacksThe September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New York City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least onesecondary death — one person was ruled裁决/认定 by a medical examiner to have died from lung disease due to exposure to dust from the World Trade Center’s collapse.Section Two Global ReadingI. Main ideaThe text describes a particular episode in the disaster that occurred on September 11, 2001 in New York, in praise of the courage and compassion of man. It presents three people in the attack, who demonstrated great valor trying to save those who were in danger and needed help.II. Structural analysis1. Divide the text into parts by completing the table.Paragraphs Main ideas1It tells of people’s perception of the WTC.2-9It describes the initial reaction of people inside the WTC when the building was hit.10-30It is mainly about how the three men (Mayblum, Ramos and Hong) endeavored to save a heavyset体格魁伟的 man by their joint efforts.31-34It describes the gathering of some of the survivors and the victims’ wives.2. What is the function of the last part?It is a most touching scene. It seems to suggest that the author has, from what is described above, reached the conclusion about the ultimate moral dilemma: “Save yourself, or save another.”Section Three Detailed ReadingText INarration clues:Part One (1): Adam Mayblum worked in his office on the 87th floor of the WTC.Part Two (2-9): WTC was crashed. Adam Mayblum helped others and ran down himself.Part Three (10-30): Harry Ramos was the head trader4 at May Davis. He helped others. He and Hongzhu helped Victor, a heavyset man from the 53rd floor to the 36th floor. Harry Ramos stayed to help Victor and died.Part Four (31-34): May Davis held a gathering. People recalled Harry Ramos’s sacrifice due to helping Victor.“We’ve Been Hit!”With the building in flames, one man needed help. Another man refused to leave him.1 Adam Mayblum used to enjoy watching as storms lashed the windows of his office: You think that’s power? Mayblum would scoff. I’m on the 87th floor of the World Trade Center1. That’s power. The drawstrings 拉绳on his window shades 窗帘would appear to sway 摆动slightly, but it was an illusion错觉. Although they were 1,040 feet in the sky, The WTC was quite steady.Paragraph 1Questions1. How much do you know about the World Trade Center?The World Trade Center was more than its signature twin towers: it was a complex of 7 buildings on 16 acres, constructed and operated by the Port Authority of New York and New Jersey. The towers rose at the heart of the complex, each climbing more than 100 feet higher than the silver mast of the Empire State Building. The World Trade Center was hit by hijacked planes on September 11, 2001.2. What images are used to emphasize the steadiness of the WTC?Storms and drawstrings.Words and Expressions1. lash vt. hit violently or suddenlye.g. The farmer lashed the mules with a stick.The waves lashed the shore.Collocation:lash out (at / against sb. / sth.) make a sudden violent attack with blows or wordsSynonym:whip, beat2. sway vi. move or swing from side to sidee.g. He swayed slightly, as if about to fall.他身子一歪，像要倒下。
全新版大学英语综合教程第二版第二册1-4单元教案
Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between theChinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit(ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andphrases, lead them to finish the exercises on page3, check the answer3.How to understand the following sentences:Standing on the shoulders of giants4.Explain the cultural notes of education in the west5.In class, students form two camps to debate the following issue: If you have a baby , whichway would you prefer to use , to pay more attention to develop more skills or to creativity?Step 2 Global analysis of Text AⅠ. ScanningScan Text A and decide whether the following statements are true or false.1 Benjamin was worried that he couldn’t put the key into the box. (F)(=Benjamin was not bothered at all.)2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, whileAmerican educators think that creativity should be acquired early. (T)7.Add more questions about the text:Where and when did the incident take place?Who are the main characters in this incicent?What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?8.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text AStep 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive moodeg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。
全新版大学英语第二版综合教程2教学设计
全新版大学英语第二版综合教程2教学设计课程概述本课程是针对大学英语第二版综合教程2的教学设计。
该教材是全新版本，主要围绕着现代语言学的理论和实践，采用话题教学法，聚焦于学生听、说、读、写的各种语言技能，帮助学生掌握基本英语语音、语法、词汇、句型和语篇。
教学目标1.帮助学生掌握英语基本语音、语法、词汇、句型和语篇2.提高学生的听、说、读、写各种语言技能3.培养学生的跨文化交际能力教学内容与方法初步活动教师可以通过自我介绍和学生之间的互动来帮助学生熟悉彼此，并提出教学目标和教学计划。
文本学习教师介绍和讲解教材内容，引导学生进行课前阅读和听力练习。
然后，在课堂上进行教学与讨论。
1.学习并掌握生词和词汇2.学习并掌握语音、语调、语法和句型的相关知识3.提高听力和口语技能4.培养学生与他人进行有效交流和讨论的能力在这个阶段，学生将与同伴进行对话和讨论来练习他们的交际技能和口语能力。
1.分组讨论和答案2.听力练习，然后对话3.角色扮演任务设置通过任务来提醒学生想关掌握的语言技能，并通过小组讨论来实现任务目标。
常见的任务包括：1.填空2.听力选择练习3.阅读理解评估与反馈在整个课程中，评估和反馈非常重要。
教师可以通过出题或其他方法来考察学生对知识的掌握程度，给予及时的反馈。
例如，教师可以组织小组活动，让学生之间互相评估，互相帮助，并在最后对学生的表现进行总结和评估。
教学策略任务型教学全新版大学英语第二版综合教程2采用话题教学法，并运用了任务型教学，强调学生的自主学习和学习者中心。
探究性学习教师引导学生进行自我学习和探究，帮助学生掌握更多的知识和技能。
教师可以根据学生的不同需求和能力，调整教学方法和进度，帮助学生实现个性化学习。
总结全新版大学英语第二版综合教程2的教学设计，旨在帮助学生掌握英语基本语音、语法、词汇、句型和语篇，提高听力、口语、阅读、写作技能，并培养学生的跨文化交际能力。
教学方法包括任务型教学、探究性学习和个性化学习，旨在激发学生的学习兴趣，提高学习效率。
全新版大学英语综合教程2-unit 1--unit 4课后练习答案
Unit 1:1、VocabularyPromote 促进summarize 总结make up for 弥补investigate 调查Performance性能not…in the least 至少initial 最初的on occasion 有时Emerge 出现critical 关键的phenomenon现象insert 插入Attach 附上in retrospect 回顾await 等待in due course在适当的时候1.To use the machine, first insert the correct coins, then select the drink you want and button.使用这台机器，首先插入正确的硬币，然后选择你想喝和按钮。
2.Professor Smith translated not only from the French but also, on occasion, from the Polish.史密斯教授翻译不仅从法国来，有时，来自波兰。
3.Food chemists will investigate the health food on sale to see if it really does give the benefitsclaimed.食品化学家将调查在销售保健食品是否真的剂量给人的利益。
4.In retrospect, it was the wrong time to open a new data processing center in this city.回想起来，那是打开新的数据处理中心在这个城市，错误的时间。
5.My initial reaction to the news was relief, but as I thought more about it I began to feel angry.听到这个消息我最初的反应是如释重负，但我想一下我开始感到愤怒。
(完整版)全新大学英语第二版BOOK1-UNIT2教案
Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。
大学英语(全新版)(综合教程) 教案2
天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材: 大学英语（全新版）第二册(综合教程) 主编: 李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日------2007年7月8日授课教师:姜炳生Lesson Plan of College English Book IICourse Description:Course Objectives: The objective of College English is to develop students‘ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China‘s social development and international exchanges.Textbook:College English (Integrated Course 2, Listening and Speaking course 2 New Edition)Course Duration: from March 5th of 2007 to July 8th, 2007Teaching Hours: 4 hours each week (two hours is subtracted every week to enhance listening and speaking in the Multimedia Lab.Subjects of Teaching: 2006Class Three, Department of PhysicsTopics:Week 1: Integrated Course 2: Unit one Ways of LearningWeek 2: Listening and Speaking course 2: Unit 1 Sports, Unit 2 WeatherWeek 3: Integrated Course 2: Unit two ValuesWeek 4: Listening and Speaking course 2: Unit 3 Food and drinks, Unit 4 Health Week 5: Integrated Course 2: Unit Three The Generation GapWeek 6: Listening and Speaking course 2: Unit 5 Music, Unit 6 BusinessWeek 7: Integrated Course 2: Unit Four The Virtual WorldWeek 8: Listening and Speaking course 2: Unit 7 Fashion, Unit 8 SocietyWeek 9: Integrated Course 2: Unit Five Overcoming ObstaclesWeek 10: Listening and Speaking course 2: Unit 9 Unusual Happenings,Unit 10 DisastersWeek 11: Integrated Course 2: Unit Six Women, Half the skyWeek 12: Listening and Speaking course 2: Unit 11 Famous People, Unit 12 Invention Week 13 Integrated Course 2: Unit Seven Learning about EnglishWeek 14: Listening and Speaking course 2: Unit 13 Human Virtues, Unit 14 BiodiversityWeek 15 Integrated Course 2: Unit Eight Protecting Our EnvironmentWeek 16: Text Reciting Listening and Speaking course 2: Unit 15 Environment, Unit 16 InternetWeek 17: Oral ExaminationWeek 18: RevisionTeaching Format:This course uses a variety of learning methods: Lectures, collaborative tasks, group discussions and presentations.Required work for the students:Students are required to1.write a short essay every week2.do translation exercise of each unit3.recite at least two paragraphs of each text4.read at least 5000 words of reading materials that suit their levels5.have conversational oral practice with their roommates or classmates every day6.get up at 6:30 Am and read English every dayAssessment:Autonomous Learning through Internet: 10%, Test of each Unit: 10%, Students Performance in class: 10%, Homework and Text Reciting: 10%, Oral Exam: 10%, Final Exam: 50%Course Instructor: Jiang BingshengUNIT 1 Ways of LearningTeaching Objectives: Students are required to1.grasp the main idea (that it would be ideal if we can strike a balance between theChinese and Western learning styles) and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast—conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as differentways to compare and contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the textTeaching Procedures:Activity 1:1. Teacher asks students some questions.Q1: Is Learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Q2: Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)Activity 2:Teacher goes through the text with the students, helps them with words, phrases, sentences etc.New words and expressions1. attach: fasten or join (one thing to another)attach sth.to sth; eg. to attach a photo to a letter, be attached to sb./sth.eg. Most guys are attached to her beauty. attach importance to sb. /sth.eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. You will find a copy of the document which is attached to this letter you asked for.2.not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn' t seem in the least concerned about her study.3.find one' s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around.4.phenomenon:(pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are natural phenomena.5.initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.e.g. The college student decided to assist the boy with his study.7.somewhat: to some degree, a littlee.g. It is reported that conditions in the village have improved somewhat since November.8.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖9. on occasion: now and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.e.g. We must await the results of field studies yet to come.9.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.10. on one’s own: a. without anyone‘s helpe.g. You needn‘t g ive me any help, I‘m able to manage on my own.e.g. I‘d rather not go to dance on my own. I do wish you‘d come with me.11. in due course: at the proper time; eventuallye.g. Your book will be published in due course.12. make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.13.view…as…:regard…as…14.in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.15. apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new pension arrangements won‘t apply to people born before 1960b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.16.work at/on: try hard to achieve or improve (sth.)；从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work:在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give priority to English and computer studies.17.evolve: (cause to) develop gradually (followed by into/from)e.g. The story evolves into a violent tragedy.Ss make sentences by means of ―evolve‖:通俗歌曲是由民歌演变而来。
全新版大学英语综合教程第二册教案unit 1 book
Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。
全新版大学英语综合教程第二册教案
《全新版大学英语》第二册之《综合教程》教案Unit One Ways of LearningPart I Pre-reading1.Listen to the song and discuss two questions: (10 minutes)2.Who should teach whom? Is learning a one-way street?3．In your opinion, what is the best teaching method?Part II Text: Learning, Chinese-style1．Main idea of the text:It would be ideal if we can strike a balance between the Chinese and the Western learning styles.2．Structure of the text:Para.1-5------introduction of the topic by an anecdotePara.6-13------elaboration by comparison and contrastPara14---------conclusion by a suggestion3. Discourse comprehension of Part I:a. Ss skim Paras 1-5 and be ready to answer the following questions:-----Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)-----Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)-----What is the attitude of the author and his wife toward Benjamin' s efforts ininserting the key into the slot?(They let him explore and enjoy himself.)------What is the attitude of the hotel staff toward Benjamin' s efforts?(They held his hand and taught him how to insert the key correctly.)。
全新版大学英语(第二版)听说教程1-unit2电子教案
2. a. Opening b. Closing
Unit 2 Fun with Language
Communicative Function Listening Strategy Useful Expressions Notes
3. a. Opening b. Closing
Unit 2 Fun with Language
UNIT 2
Fun with Language
Unit 2 Fun with Language
Communicative Function Listening Strategy Useful Expressions Notes
Opening and Closing a Conversation In everyday life, we often have to open and close a conversation. This exercise focuses on how people perform these communicative functions. Listen to the recording and decide if the first sentence of each short dialogue you hear begins the opening or the closing of a conversation.
Unit 2 Fun with Language
Communicative Function Listening Strategy Useful Expressions Notes
Distinguishing between Similar Sounds It is important to distinguish between similar sounds while listening. Names like Jean and Jane, figures like 18 and 80 can sound quite alike. Titles like Mrs. and Miss can also be confusing. Listen to the recording and choose the word you hear in each sentence.
全新版大学英语(第二版)综合教程2Unit 1
Lobby (Entrance Hall)
Jinling Hotel
Deluxe Room
Executive Room
Our Internet Discount Rate More Details: Superior Room Jinling Deluxe Room
US$95 (RMB788) US$95 (RMB788)
Introduction to the Course
• Students Profile: Freshmen, non-English majors in Donghua University. Most of them are at a relatively high level in the English Placement Test . • Methodology: Teacher-student interactive teaching model in classroom assisted by students’ autonomous learning on net after class • schedule: One semester, 64 periods 4 periods (two weeks) for one unit 4 periods for reading and writing, 2 periods for Text B and Fast Reading 2 periods for speaking
Key to Q 5. Yes. Typical. Return
Key to Q 6. If the learner is very young, American way could be taken. Return
全新版大学英语综合教程-2-课文电子书
全新版大学英语第二册课文Unit 1Text A Learning, Chinese-StyleText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Who should teach whom? Is learning a one-way street?2. Should we share our dreams for a better life with our parents or keep them to ourselves?3. Can children ever understand their parents completely?4. From the song can you guess what the theme of the unit, way of learning, chiefly refers to?Part II Text AHoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West.LEARNING, CHINESE-STYLEHoward GardnerFor a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the keyslot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties.I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.TWO DIFFERENT W AYS TO LEARNWith a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry — certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key—both of which accomplishments can (and should) in due course be modeled for him as well.We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something — whether it be placing a key in a key slot, drawing a hen or making up for a misdeed — he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life —as Americans do —as a series of situations in which one has to learn to think for oneself, to solve problems on one's own and even to discover new problems for which creative solutions are wanted.TEACHING BY HOLDING HIS HANDIn retrospect, it became clear to me that this incident was indeed key — and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries.When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the bestChinese tradition, they were ba zhe shoujiao — "teaching by holding his hand" — so much so that he would happily come back for more.The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day.CREATIVITY FIRST?In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original.One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon ).But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?(1182 words)Unit 2 Text A The Richest Man In America, Down HomeText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Who is it about?2. What happened to him one day?3. Do you think it was worthwhile to walk two or three miles to pay back the six and a quarter cents?4. Is the story related to the theme of the unit — values?The following words in the recording may be new to you:dismayn. 沮丧，失望disturbvt. 使不安conscientiousa. 认真的，尽职的Part II Text ADoes being rich mean you live a completely different life from ordinary people? Not, it seems, if your name is Sam Walton.THE RICHEST MAN IN AMERICA, DOWN HOMEArt HarrisHe put on a dinner jacket to serve as a waiter at the birthday party of The Richest Man in America. He imagined what surely awaited: a mansion, a "Rolls-Royce for every day of the week," dogs with diamond collars, servants everywhere.Then he was off to the house, wheeling past the sleepy town square in Bentonville, a remote Arkansas town of 9,920, where Sam Walton started with a little dime store that grew into a $6 billion discount chain called Wal-Mart. He drove down a country road, turned at a mailbox marked "Sam and Helen Walton," and jumped out at a house in the woods.It was nice, but no palace. The furniture appeared a little worn. An old pickup truck sat in the garage and a muddy bird dog ran about the yard. He never spotted any servants."It was a real disappointment," sighs waiter Jamie Beaulieu.Only in America can a billionaire carry on like plain folks and get away with it. And the 67-year-old discount king Sam Moore Walton still travels these windy back roads in his 1979 Ford pickup, red and white, bird dogs by his side, and, come shooting season, waits in line like everyone else to buy shells at the local Wal-Mart."He doesn't want any special treatment," says night manager Johnny Baker, who struggles to call the boss by his first name as a recent corporate memo commands. Few here think of his billions; they call him "Mr. Sam" and accept his folksy ways. "He's the same man who opened his dime store on the square and worked 18 hours a day for his dream," says Mayor Richard Hoback.By all accounts, he's friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around.No matter how big a time he had on Saturday night, you can find him in church on Sunday. Surely in a reserved seat, right? "We don't have reserved seats," says Gordon Garlington III, pastor of the local church.So where does The Richest Man in America sit? Wherever he finds a seat. "Look, he's just not that way. He doesn't have a set place. At a church supper the other night, he and his wife were in back washing dishes."For 19 years, he's used the same barber. John Mayhall finds him waiting when he opens up at 7 a.m. He chats about the national news, or reads in his chair, perhaps the Benton County Daily Democrat, another Walton property that keeps him off the front page. It buried the Forbes list at the bottom of page 2."He's just not a front-page person," a newspaper employee explains.But one recent morning, The Richest Man in America did something that would have made headlines any where in the world: He forgot his money. "I said, 'Forget it, take care of it next time,'" says barber Mayhall. "But he said, 'No, I'll get it,' and he went home for his wallet."Wasn't that, well, a little strange? "No sir," says Mayhall, "the only thing strange about Sam Walton is that he isn't strange."But just how long Walton can hold firm to his folksy habits with celebrity hunters keeping following him wherever he goes is anyone's guess. Ever since Forbes magazine pronounced him America's richest man, with $2.8 billion in Wal-Mart stock, he's been a rich man on the run, steering clear of reporters, dreamers, and schemers."He may be the richest by Forbes rankings," says corporate affairs director Jim V on Gremp,"but he doesn't know whether he is or not — and he doesn't care. He doesn't spend much. He owns stock, but he's always left it in the company so it could grow. But the real story in his mind is the success achieved by the 100,000 people who make up the Wal-Mart team."He's usually back home for Friday sales meetings, or the executive pep rally Saturday morning at 7 a.m., when Walton, as he does at new store openings, is liable to jump up on a chair and lead everyone in the Wal-Mart cheer: "Give me a W! Give me an A! Give me an L! Louder!"And louder they yell. No one admits to feeling the least bit silly. It's all part of the Wal-Mart way of life as laid down by Sam: loyalty, hard work, long hours; get ideas into the system from the bottom up, Japanese-style; treat your people right; cut prices and margins to the bone and sleep well at night. Employees with one year on board qualify for stock options, and are urged to buy all they can.After the pep rally, there's bird hunting, or tennis on his backyard court. But his stores are always on his mind. One tennis guest managed to put him off his game by asking why a can of balls cost more in one Wal-Mart than another. It turned out to be untrue, but the move worked. Walton lost four straight games.Walton set up a college scholarship fund for employees' children, a disaster relief fund to rebuild employee homes damaged by fires, floods, tornadoes, and the like. He believed in cultivating ideas and rewarding success."He'd say, 'That fellow worked hard, let's give him a little extra,'" recalls retired president Ferold F. Arend, who was stunned at such generosity after the stingy employer he left to join Wal-Mart. "I had to change my way of thinking when I came aboard.""The reason for our success," says Walton, in a company handout, "is our people and the way they're treated and the way they feel about their company. They believe things are different here, but they deserve the credit."Adds company lawyer Jim Hendren: "I've never seen anyone yet who worked for him or was around him for any length of time who wasn't better off. And I don't mean just financially, although a lot of people are. It's just something about him —coming into contact with Sam Walton just makes you a better person."(1066 words)Unit 2 Text A Father knows BetterText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. What sort of a song is it?2. Who should be sitting up and taking notice? Why?3. What does the singer think of his parent's way of doing things?4. Do you agree with what he says?The following words in the recording may be new to you:roamvi. 漫游drenchvt. 使湿透prophesizev. 作预言senatorn. 参议员heedvt. 注意stallv. 拖延ragevi. 激烈地进行Part II Text AThis comedy centers around a proud father's attempts to help his children, attempts which somehow or other always end up embarrassing them. For the sake of fun it carries things to extremes, but nearly everyone can recognize something of themselves and their parents in it.FATHER KNOWS BETTERMarsh CassadyCHARACTERS: FATHER; MOTHER; HEIDI, 14; DIANE, 17; SEAN, 16; RESTAURANT MANAGER, 20s; MRS. HIGGINS.SETTING: Various locations including a fast-food restaurant, the Thompson family dining room, and an office at a high school.ATRISE: As the lights come up, HEIDI enters and crosses Down Right to the edge of the stage. SEAN and DIANE enter and cross Down Left to the edge of the stage. They listen as HEIDI addresses the audience.HEIDI: My dad's a nice man. Nobody could possibly believe that he isn't. Yet he's... well, he's always doing these stupid things that end up really embarrassing one or more of us kids. One time, see, my brother wanted to buy this guitar. Been saving money for it for a long time. Then he got a job at this fast-food place, OK? Waiting tables. It was Sean's first actual job, and he was real happy about it. He figured in two or three months he'd have enough money to buy exactly the kind of guitar he wanted. Mom and Dad were proud of him, and well, OK, he's my big brother, and he's always pulling these dumb things on me. But, well, I was proud of him too. You know what happened? I hate to tell you because:SEAN, DIANE and HEIDI: (In unison) Father knows better!(The lights come Up Left on the fast-food restaurant where SEAN works. It consists of a counter and a couple of small tables. The MAN-AGER stands behind the counter. SEAN is busily cleaning the tables when FATHER walks in.)MANAGER: Good evening, sir. May I help you?FATHER: Good evening.SEAN: (To himself) Oh, no!(He squats behind one of the tables trying to hide from FATHER.)FATHER: I'm looking for the manager.MANAGER: That would be me, sir.FATHER: I'm Sam Thompson. My son works here.MANAGER: Oh, you're Sean's father.FATHER: Yes. It's his first job, you know. I just wanted to check that he's doing OK.MANAGER: Oh, fine. No problem.SEAN: (Spreading his hands, palms up, speaking to himself) What did I do to deserve this? Tell me what?FATHER: Hiring him was a good thing then?MANAGER: Well, yeah, I suppose so.SEAN: (Still to himself.) Go home, Dad. Go home. Go home.FATHER: I'm sure he's a good worker but a typical teenager, if you know what I mean.MANAGER: (Losing interest) I wouldn't know.FATHER: He's a good boy. And I assure you that if there are any subjects that need to be addressed, Sean and I will have a man-to-man talk.MANAGER: I don't think that will be necessary...FATHER: Oh, no problem. I'm proud of my son. Very, very proud. And I just wanted you to know that I'll do anything I can to help him through life's dangerous sea.SEAN: (Standing up and screaming) Aaaargh! Aaaargh! Aaaaaaargh!FATHER: Son, I didn't know you were here.SEAN: It's where I work, Dad.FATHER: Of course. I mean, I didn't see you.SEAN: I can't imagine why.FATHER: Your manager and I were just having a nice chat.(DIANE enters Down Left just as HEIDI enters Down Right. They look at SEAN and FATHER.)SEAN, DIANE, HEIDI: (In unison) Father, you know better than that.(The lights quickly fade to black and then come up a second or two later. SEAN stands alone at the Down Right edge of the stage. HEIDI and DIANE cross to Down Left edge of the stage.)SEAN: If that sort of thing happened only once in a while, it wouldn't be so bad. Overall, I wouldn't want to trade my dad for anyone else's. He loves us kids and Mom too. But I think that's sometimes the problem. He wants to do things for us, things he thinks are good. But he needs to give them more thought because:SEAN, HEIDI and DIANE: (In unison) Father knows better!(The lights fade to black and come up on the Center Stage area where FATHER and the three children are seated around the dining room table. MOTHER enters carrying a dish, which she sets on the table. FATHER quickly rises and pulls out her chair. She sits. The family starts eating dinner.)FATHER: I have a surprise for you, Diane.DIANE: (Knows it can't be good.) You have... a surprise?MOTHER: Well, whatever it is, dear, don't keep us in suspense.FATHER: Well, you know, Dan Lucas and I work together?DIANE: Kyle's father?MOTHER: Don't interrupt, dear, your father is trying to tell you something.HEIDI: (Stage whisper to SEAN) Something Diane won't want to know, I'll bet.SEAN: (Whispering to HEIDI) Whatever would make you think that?MOTHER: Sean, dear. Heidi, sweetheart, don't distract your father.SEAN and HEIDI: (Simultaneously) Sorry, Mom.FATHER: Now then. As I was saying, I know how much you like young Kyle.DIANE: Father!FATHER: It's true, isn't it? Didn't I hear you tell your mother that you wish Kyle would ask you to the senior prom?SEAN: Uh-oh!HEIDI: Oops!MOTHER: Please, children, please. Your father is trying to speak.DIANE: (Through clenched teeth, the words are in a monotone and evenly spaced.) Yes-I-said-that-why-are-you-asking?FATHER: Well then.DIANE: (Becoming hysterical) "Well then" what?!FATHER: What did I say? Did I say something wrong?HEIDI: (To SEAN) Not yet, he didn't.SEAN: (To HEIDI) But you know it's coming.MOTHER: Children, please. Do give your father the respect he deserves.HEIDI and SEAN: (Rolling their eyes) Yes, Mother.FATHER: Well, today I saw Dan and asked if he'd like to go to lunch at that French restaurant on Third Street. You know the one, Mother.MOTHER: Well, yes, I believe I do.FATHER: My treat, I told him. And, of course, he was glad to accept.MOTHER: Why wouldn't he be?FATHER: (Somewhat surprised) Well, yes.DIANE: What-has-this-to-do-with me?!MOTHER: Diane, sometimes I just don't understand your behavior. I try my best.DIANE: (Very short with her) I'm sorry.MOTHER: Thank you, Diane. (To FATHER) Please do go on, dear.FATHER: As I said —HEIDI: We know what you said, Daddy.FATHER: Er... uh, what's that?SEAN: She said, "We know what you said, Daddy."FATHER: Yes, yes, of course.MOTHER: Do get on with it, dear. I've made the most glorious dessert. An old recipe handed down to me by my great Aunt Hilda —DIANE: Mother, please!MOTHER: Yes, dear?(DIANE shakes her head and lets her body fall against the back of the chair.)FATHER: At any rate, Dan's a nice guy. Never knew him well. Found we have a lot of the same interests. Our families, our community, global peace, human welfare.HEIDI: (Mumbling to herself) That narrows it down, all right.SEAN: Father?FATHER: Yes, son?SEAN: I do believe Diane would like to know the surprise.DIANE: (Breathing hard as if exhausted, she turns to SEAN, nodding her head up and down repeatedly.) Thank you, Sean. I owe you one.FATHER: Well, yes. Here it is then. I told Dan of your interest in his son.DIANE: You what?MOTHER: Diane, what has come over you? I just don't understand the younger generation. Why back in my day —DIANE: Mother, please!MOTHER: What, what? What?HEIDI: Mother, I believe she wants Father to continue.SEAN: (To himself) Get this over with, more likely.DIANE: Daddy, please, tell me. Now. Right away. What did you say, Daddy? Please. Tell me, what did you tell Mr. Lucas? Tell me, please. Please, tell me.FATHER: Well, now, isn't this nice. It looks like my little scheme is a success. You're so eager to find out... makes a man feel as if it's all worthwhile.HEIDI: (To SEAN) Can you believe this?SEAN: (To HEIDI) Oh, sure. Can't you?FATHER: Yes, well, I told him how much you liked young Kyle, and how you'd been wishing he'd ask you to the prom.DIANE: You didn't! Tell me you didn't!FATHER: Oh, yes. Anything for my children.DIANE: (Swallowing hard) And... and —MOTHER: Diane, are you all right?DIANE: (She juts out her chin at MOTHER and quickly jerks her head around to face FATHER.) Well... what did he say?!FATHER: Well, of course, being the sort of man he is — frank, understanding, he said he'd speak to the young man, insist he give you a call.DIANE: (Angry scream!) Whaaaaaat!SEAN and HEIDI: (Together) Father, you know better than that.FATHER: I do? Yes, yes, I guess I do. I've... done it again, haven't I?(The lights quickly fade to black and then come up a second or two later. DIANE stands alone at the Down Right edge of the stage. HEIDI and SEAN enter Down Left and cross to the edge of the stage.)DIANE: Can you imagine how humiliated I was? An honor student, class president. And Father was out asking people to have their sons call and ask me to the prom! But that's dear old dad. Actually, he is a dear. He just doesn't stop to think. And it's not just one of us who've felt the heavy hand of interference. Oh, no, all three of us live in constant dread knowing that at any timedisaster can strike because:DIANE, HEIDI and SEAN: (Shouting in unison) Father knows better.(The lights fade to black and quickly come up again Stage Left where there is an executive-type desk and chair and two other chairs. Behind the desk sits MRS. HIGGINS, in charge of admitting new students to Benjamin Harrison High School. HEIDI and FATHER sit in the other chairs.)MRS. HIGGINS: So this is our new student, is it?FATHER: That's right.MRS. HIGGINS: What's your name, young lady?HEIDI: HEIDI Thompson.MRS. HIGGINS: I'm sure you'll find the students friendly. And the teachers more than willing to answer questions.FATHER: She is an exceptional young woman, you know.HEIDI: Daddy!FATHER: Very, very bright.MRS. HIGGINS: Yes, now if we can get you to fill out —FATHER: Don't know where she got her brains. Her mother, I suppose. Oh, I was bright enough. But nothing like HEIDI. All her teachers have told Mrs. Thompson — that's her mother — and me that she was just about the brightest —MRS. HIGGINS: (Interrupts as she loses her patience, though trying to be pleasant) As I said, if you have proof of vaccinations —FATHER: (Interrupts, carrying on with his line of thought) Besides being bright, she's very, very talented.HEIDI: (Twists her hands over and over in front of her chest.) Please, Daddy, don't do this.FATHER: Well, of course I will, darling. I'm proud of you. Your mother and I are proud of you. (Turns back to MRS.HIGGINS.) Why just last year, in her last year of junior high school, before we moved, Heidi placed first in the county in the annual spelling bee! Isn't that wonderful? And she plays the piano like an angel. An absolute angel.HEIDI: Daddy, please. Please, please. Daddy, I have to go to class. I want to go to class. Please let me go to class.FATHER: See what I mean? Such an eager learner. I can't imagine anyone's being more eager for knowledge than my Heidi. My little girl.MRS. HIGGINS: Yes, well, be that as it may —HEIDI: Aaargh! Aaaaargh! Aaaargh!(DIANE and SEAN enter Down Right. They look at HEIDI, FATHER, and MRS. HIGGINS.)HEIDI, DIANE and SEAN: (Shouting in unison) Daddy, you know better than that!FATHER: Er, uh, I do?(Curtain)(1912 words)Unit 4 Text A A Virtual LifeText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Is the hero a student or an employee?2. What was he doing when the boss came in?3. How did he act in front of his boss?4. Can you guess what the texts in this unit are going to be about?The following words in the recording may be new to you:surfvt. （在网上）漫游log onto进入（计算机系统）unpredictablea. 不可预测的Part II Text AMaia Szalavitz, formerly a television producer, now spends her time as a writer. In this essay she explores digital reality and its consequences. Along the way, she compares the digital world to the "real" world, acknowledging the attractions of the electronic dimension.A VIRTUAL LIFEMaia SzalavitzAfter too long on the Net, even a phone call can be a shock. My boyfriend's Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen; a secretary's clipped tone seems more rejecting than I'd imagined it would be. Time itself becomes fluid —hours become minutes, or seconds stretch into days. Weekends, once a highlight of my week, are now just two ordinary days.For the last three years, since I stopped working as a television producer, I have done much of my work as a telecommuter. I submit articles and edit them via email and communicate with colleagues on Internet mailing lists. My boyfriend lives in England, so much of our relationship is also computer-assisted.If I desired, I could stay inside for weeks without wanting anything. I can order food, and manage my money, love and work. In fact, at times I have spent as long as three weeks alone at home, going out only to get mail and buy newspapers and groceries. I watched most of the endless snowstorm of'96 on TV.But after a while, life itself begins to feel unreal. I start to feel as though I've become one with my machines, taking data in, spitting them back out, just another link in the Net. Others on line report the same symptoms. We start to feel an aversion to outside forms of socializing. We have become the Net critics' worst nightmare.What first seemed like a luxury, crawling from bed to computer, not worrying about hair, and clothes and face, has become a form of escape, a lack of discipline. And once you start replacing real human contact with cyber-interaction, coming back out of the cave can be quite difficult.。
全新版大学英语综合教程第二册教案unit 1 book2
Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of thetext will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(2001年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。
全新版大学英语综合教程unit2 教案
College English Integrated Course 2Teaching Designs逯静Unit OneSection A W ays of Learning（一）Content of the Course（教学内容）Section A. Learning, Chinese-Style （精讲）（二）Audience（教学对象）（三）Teaching Span（教学时间）6---7学时（四）Teaching Aims（教学目的）1. Appreciate the text to know something about different ways of learning.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）Instruction Objectives &. Teaching Procedures（教学任务及步骤）Step One Pre-reading Activities(导入)Themes（文章主题）10 minutes1. 课文A向我们讲述了一次偶然的经历让作者发现了中美在教育和艺术实践上的差异，并呼吁能否将这两种教育方式有机地结合产生一种既不失创造性又有利于培养娴熟技艺的教育方法。
2. 课文B讨论的是如何教育孩子珍惜钱财的问题，应该给孩子更多的自主权和适当的刺激，让他们学会理性地支配属于自己的钱财。
Step Two While-reading Activities1. Language Points(语言知识) 140 minutes(1) Key words &. Expressions (重点单词及短语)Style attach slot tender phenomenon insert occasionneglect relevant anecdote in due course self-reliance validsuperior foster(2) Key Grammar and Structures (重点语法及结构)a. confusable wordsb. usage: subject or object emphasizers ( oneself, by oneself, on one’sown)2. Sentence Interpretation (难句精析) 50 minutes(1) Benjamin was not bothered in the least.(2) He may well get frustrated and angry- certainly not adesirable outcome.(3) “Teaching by holding his hand”- so much so that he would happilycome back for more.Step Three Post-reading Activities100 minutes1．Reading Skill (阅读技能)2．Reading between the lines (找出段落中隐含之意)3．Language Practice (语言技能训练)Exercises after Text A Page 9—29 (课本后练习)4．Writing Practice (写作技能训练)5．Discussion （探讨设计）Topic: a. Who should teacher whom? Is learning a one-way street ?b. What can you learn from the story about? Try to say as much aspossible about different ways of learning?（六）Assignments（作业）1. Page 20. Translation ( Homework)2. Review and Preview.3. Read Aloud (New words and text)Unit TwoSection A V alues（一）Content of the CourseSection A. The Richest Man in America, Down Home（精讲）Section B. The Restoration of Jimmy Carter（略讲）（二）Audience（三）Teaching Span6---7 periods（四）Teaching Aims1. Appreciate the text to know something about value point of view.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）Instruction Objectives &. Teaching ProceduresStep One Pre-reading Activitie sThemes 10 minutes1. 课文A向我们讲述了美国最富者沃尔顿先生过着非常简朴的生活，但他总是全心全意地投入到沃尔玛公司的事务中去，这一切造就了个人和公司的巨大成功。
全新版大学英语综合教程第二册教案 Unit 1
Unit 1Ways of LearningI. Teaching PlanningStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and theWestern learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways to compare andcontrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1. How much do you know about the difference between Chinese learning style and western one?2. Which one do you back up? Please state your reasons.1. Skimming1) Ss skim the passage and answer the Content Questions on Page 9:2)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide which wayis adopted by Howard Gardner.3)T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). Ss scan from Para 11 to Para 13, then decide what method of comparison and contrast is used here? (point-by-point method)2.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese show achild how to do something, or teach by holding his hand; Westerners teach a child to rely on himself forsolutions to problems).3.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)4.T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay.5.T explains language points and gives Ss practice (see Language Study).1. Debate: Should we develop children’s creativity first or train them in basic skills first?1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises.3.T checks on Ss’ home reading (Text B).4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit:1)do the pre-reading task;2）preview Text A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call con sciousness?” Text B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topicintroduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Y et even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill.There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study1.attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)Examples: Attached to this letter you will find a copy of the document you asked for.2.... to position the key just so: to position the key carefully to fit into the narrow key slot3.not in the least: not at allExamples: I am not in the least touched by the Marilyn Monroe kind of beauty.Ann didn’t seem in the least concerned about her study.4. find one’s way: reach a destination naturally; arrive atExamples: Shanghai is not an easy city to find your way around.Drunk as he was, Peter still found his way home.5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or experiencedExamples: Hurricanes are a relatively common phenomenon in the Caribbean.Stress-related illness is a common phenomenon in big cities. Thunder and lightening arenatural phenomena.6. initial: of or at the beginning, first (adj., used only before n.)Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.Their initial burst of enthusiasm died down when they realized how much work the jobinvolved.7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)Examples: The professor was assisting his students to prepare their project.The college student decided to assist the boy with his study.8. insert: put, fit, place (in, into, between)Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer.The doctor carefully inserted the needle into my left arm.9. somewhat: to some degree, a littleExamples: It is reported that conditions in the village have improved somewhat since November.--- “Are you concerned about your exam results?”--- “Somewhat.”10. await: (finl) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation.Instead you use “wait for.”Examples: We must await the results of field studies yet to come.After I sent the letter asking for a job, I had nothing to do but await the answer.11. on occasion: now and thenExamples: I was usually the only foreign participant, although on occasion I brought other Americans in as guests.Steve spent almost all his time doing his research, but, on occasion, he would take his sonto see a film.12. neglect: give too little attention or care toExamples: He gave too much attention to his career, working long hours and neglecting his wife.Their investment turned out to be a failure and the manager was accused of neglecting hisduties.Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happenedExample: I said “Good morning” to her, but she just ignored me and walked on.13.relevant: directly connected with the subject (followed by to , opposite irrelevant)Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.While writing my term paper I was able to borrow all the relevant books from the schoollibrary.14. investigate: try to find out information about (used in the pattern: investigate sth., investigate + whclause)Examples: Police are still investigating how the car accident happened.We can assure you that your complaint will be fully and properly investigated.15. exception: sb./ sth. that a comment or statement does not apply toExamples: Normally, parents aren’t allowed to sit in on the classes, but in your case we can make an exception.We feel that all the students in this class, with one or two exceptions, support theeducational reforms.Without exception all our youngsters wanted to leave school and start work.When you are mentioning an exception, you often use the expression “with the exception of”.Example: We all went to see the film, with the exception of Otto, who complained of feeling unwell.16. on one’s own: 1) without anyone’s helpExamples: Y ou needn’t give me any help. I am able to manage on my own.There are jobs your child can do on her own.2) aloneExamples: The child was left on her own for hours as her mom had to deal with the emergency.I’d rather not go to dance on my own. I do wish you’d come with me.17. accomplish: manage to do (sth.)Examples: Unless you practice you’ll accomplish nothing.Considering their capacity, the possibility of accomplishing the task is not high.If I work hard, I think I can accomplish my goal of getting 6 A’s at the end of the semester.18. in due course: at the proper time; eventuallyExamples: Your book will be published in due course.Be patient. Y ou’ll get your promotion in due co urse.19. critical: 1) very importantExamples: Environmentalists say a critical factor in the city’s pollution is its population.How well you accomplish this task will be critical to the success of your career.2)very serious or dangerousExamples: In y esterday’s car accident, ten people were killed and five people are still in a critical condition.As the situation in Afghanistan became critical, the UN Secretary-General appointed a specialrepresentative to tackle it.20. principal: (rather finl) main, chiefExamples: The couple’s principal concern is to earn enough money to send their children to school.Her principal interest in life was to be a world-renowned pianist.n. The principal of a school or college is the person in charge of it.Example: Com plaints from the students began arriving at the principal’s office.Cf.: principle (see Confusable Words)21. make up for: repay with sth. good, compensate forExamples: I didn’t travel much when I was younger, but I’m certainly making up for lost time now.Her husband bought her a present to make up for quarreling with her the day before.22. in retrospect: on evaluating the past; upon reflectionExamples: The young man knew in retrospect that he should have married his first love Emily.In retrospect, I wish that I had chosen biology as my major.23. extreme: very greatExample: The girls were afraid of snakes and walked along the mountain trail with extreme caution.n. the furthest possible limit, an extreme degreeExample: I know I always say that you eat too much, but there is no need to go to the other extreme.(phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider your actions unacceptable and unreasonableExamples: John went to such extremes to get his promotion that everyone at the office hates him now.The film is not very good, but some critics have gone to extremes, saying it is the worstof the decade. )24. performance: 1) the standard achieved by a person or group of people in carrying out a particular job oractivityExamples: The athlete was awarded $10,000 for his good performance in the Olympics.After several bad performances, the soccer team found their form again.2)sth. performed in front of an audience, e.g. a play, a dance or other entertainmentExamples: Stevie Wonder fought back from the shadow of death and went on to give moreperformances.His performance in the new production of Hamlet received much praise.25. so much so that: to such an extentExamples: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be “immature.”Some parents spoil their children, so much so that they never ask them to do anyhousework.26. continual: happening again and again, repeatedExamples: The construction of the airport continued despite continual complaints from local residents.The dog’s continual barking disturbed the whole neighborhood.Cf.: continuous (see Confusable Words)27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb/sth.)Examples: The new pension arrangements won’t apply to people born before 1960.The advice given by the professor only applies to some of the college students.2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth.,apply to do sth.)Examples: How many jobs had you applied for before you were offered this one?We went to the sports club so often that we decided that we might as well apply to join.28. work on / at: try hard to achieve or improve (sth.)Examples: Sophia needs to work at/on her typing speed.John came back ahead of time to continue working on his thesis.29. priority: 1) sth. that one must do before anything elseExamples: Being a qualified teacher is her first priority.Earning enough money to maintain his family is a high priority.2)sth. that holds a high place among competing claimsExamples: The school will give priority to English and computer studies.The proposals deserve support as they give priority to the needs of children.30. evolve: (cause to) develop gradually (followed by into / from)Examples: The story evolves into a violent tragedy.Popular music evolved from folk songs.As knowledge of genetic engineering evolves, beliefs change.If you want to be a poet, you must evolve your own style of writing.31. summarize: make a short account of the main points of (sth.)Examples: Basically, the article can be summarized in three sentences.The workers’ demands can be sum marized as follows: shorter hours and more pay.32. contrast: compare (two people or things) so that differences are made clear (used in the pattern: contrast Aand/with B)Examples: Carrie contrasted the situation then with the present crisis.Students were asked to contrast Ernest Hemingway with Mark Twain.n. action of contrastingExamples: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.In contrast to the hot days, the nights are bitterly cold.33. on the one hand ... on the other hand: to introduce two contrasting circumstancesExamples: On the one hand, we have good reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.34. promote: help to grow or developExamples: You d on’t have to sacrifice environmental protection to promote economic growth.Regular exercise will help promote physical and mental health.35. emerge: come out (followed by from)Examples: The postman emerged from his van soaked to the skin.The magician emerged from behind the curtain.n. emergence (Tell the difference between emergence and emergency to Ss)36. pick up: gain, learnExamples: He picked up quite a lot of English during his one-year stay in America.I had picked up a bit of data-processing from my son.37. enormous: extremely large (same as huge, immense)Examples: Catherine inherited an enormous fortune from her parents.The New Year’s concert was an enormous success.38. exaggerate: make (sth.) seem larger, better, etc. than it really isExamples: In her resume, she has clearly exaggerated her talents a little.--- “I am bleeding to death!”--- “Don’t exaggerate —it’s only a little cut.”Peter says he’s seen “Titanic” at least 20 times but I think he’s exaggerating.39. assuming (that):You use assuming that when you are considering a possible situation or event, so that you can think about the consequences.Examples: Assuming that we all work at the same rate, we should be finished by January.Assuming that this painting really is a V an Gogh, how much do you think it’s worth?40. valid: based on truth or sound reasoningExamples: They put forward many valid reasons for not building the skyscraper. It is valid to consider memory the oldest mental skill.Scientific theories must be backed up with valid evidence.41. worthwhile: worth doing, worth the trouble takenExamples: It might be worthwhile to consider buying an insurance policy.A trip to the museum is always worthwhile.Teaching is considered a worthwhile job. Cf.: worth42. superior: better than average or than others of the same type (followed by to)Examples: Long-term stock market investments have produced superior returns compared with cash deposits.The woman was greatly superior to her husband in education.This wine is far superior to the one we had last week.。
全新版大学英语(第二版)综合教程2-课后习题答案解析
Unit 1Ways of LearningVocabularyI1.1)insert5)initial9)is awaiting2)on occasion6)phenomena10)not; in the least3)investigate7)attached11)promote4)In retrospect8)make up for12)emerged2.1) a striking contrast between the standards of living in the north of thecountry and the south.2)is said to be superior to synthetic fiber.3)as a financial center has evolved slowly.4)is not relevant to whether he is a good lawyer.5)by a little-known sixteen-century Italian poet have found their way intosome English magazines.3.1)be picked up; can’taccomplish; am exaggerating2)somewhat; the performance; have neglected; they apply to3)assist; On the other hand; are valid; a superiorII1.1)continual3)continual2)continuous4)continuous2.1)principal4)principles2)principal5)principal3)principleIII1.themselves 4.itself2.himself/herself 5.ourselves3.herself/by herself/on her own 6.yourself/by yourself/on your own Comprehensive ExercisesI. cloze1.(1)contrast(3)priority hand(2)exaggerating(4)on the other(5) promoting(6)pick up(9)occasion(12) superior(7)assist(10) neglecting(8)accomplish(11) worthwhile2.(1)end(5)equipped(9) definitely(2)perform(6)designed(10) quality(3)facing(7)approach(4)competent(8)restII. translation1.(1)It takes an enormous amount of courage to make a departure from thetradition.(2)Tom used to be very shy, but this time he was bold enough to give aperformance in front of a large audience.(3)Many educators think it desirable to foster the creative spirit in the childat an early age.(4)Assuming this painting really is a masterpiece, do you think it ’s worthwhileto buy it(5) If the data is statistically valid, it will throw light on the problem we areinvestigating.2.To improve our English, it is critical to do more reading, writing, listening and speaking. Besides, learning by heart as many well-written essays as possible isalso very important. Without an enormous store of good English writing in your head you cannot express yourself freely in English. It is also helpful to summarize ourexperience as we go along, for in so doing, we can figure out which way of learning is more effective and will produce the most desirable result. As long as we keepworking hard on it, we will in due course accomplish the task of mastering English.Unit 2ValuesVocabularyI1.1)abrupt5)dated9)Curiosity2)emotional6)consequences10)genuine3)bless7)seemingly11)primarily4)wear and tear8)in contrast to12)sentiments2.1)confronted with more than one problem, try to solve the easiest one first.2)vital to the existence of all forms of life.3)some confusion among the students about what to do after class to follow up onthe subject.4)nothing more than a job and an apartment to be happy.5)tickled him to think that she ’d come to ask his advice3.1) a lingering; fabricating; sentiments2)fill out; every item; vital; consequences3)be denied; tangible; cherish; attainII1.It is a long trip and will take us five hours by bus.2.She arrived early and took a front row seat.3.Don’ttake me for a fool.4.It takes a lot of imagination to fabricate such a story.5.My uncle will take me (along on his trip) to the Arctic this summer.6.He took the dinner plate I passed to him.7.Kevin took second prize in the weight-lifting competition.8.If you don’ttake my advice, you will regret it.III1.hanging 4.being praised7.to open2.to give 5.not having written8.being helped3.to return 6.to sayComprehensive ExercisesI. cloze1.(1)well-off/affluen(5)deny(10) abruptt(6)tangible(11) focus(2)dated(7)pursuit(12) donations(3)falling into(8)cherishes(4)bracket(9)out of place2.(1)consume(5)physically(9) traditional(2)fueled(6)security(10) follow(3)annual(7)indicates(4)plain(8)equallyIII. Translation1.1)The company denied that its donations had a commercial purpose.2)Whenever he was angry, he would begin to stammer slightly.3)Education is the most cherished tradition in our family. That’s why myparents never took me to dinner at expensive restaurants, but sent me tothe best private school.4)Shortly after he recovered from the surgery, he lost his job and thus hadto go through another difficult phase of his life.5)In contrast to our affluent neighbors, my parents are rather poor, butthey have always tried to meet our minimal needs.2.With more and more donations coming in, our university will be much better off financially next year. We will thus be able to focus on the most important task that we, educators, must take on: to encourage students to attain theirscholarly/academic goals, to train them to be dependable and responsible individuals, to prepare them for the life ahead, and to guide them in their pursuitof spiritual as well as material satisfaction.Unit 3The Generation Gap VocabularyI1.1)typical5)welfare9)narrowed down2)dumb6)came over10)frank3)junior7)interference11)schemes4)glorious8)fading12)at any rate2.1)consists of five generals and four police officers.2)will be in a location overlooking the lake.3)was humiliated by her comments about my family background in frontof so many people.4)have any proof that it was Henry who stole the computer5)was exhausted after the long cycle ride.3.1)hysterical; was handed down by; should have known better than2)twisted; over and over; talented son3)patience; not to keep him in suspense; assured; repeatedlyII.Collocation1.adequate 4.content7.fortunate2.anxious 5.crazy8.keen3.certain 6.likelyage1. be admitted2. live3.be postponed4. buy5. be banned6.be Comprehensive ExercisesI. cloze1.(1)typical(7) know better than that(2)welfare(8)repeatedly(3)constant(9)dread(4)frank(10) interference(5)talent(11) bet(6)dumb(12) assure2.(1)despite(5)admitted(9) different(2)really(6)attempt(10) manner(3)same(7)not(4)contact(8)tendII. Translation1.(1)Have scientists found proof of water on Mars(2)The planning committee has narrowed down the possible locations forthe nuclear power plant to two coastal towns.(3)Sam not only lost his job but also both legs; he had to live on welfarefor the rest of his life.(4) A jury consisting of 12 members voted in unison that Mary was guilty.(5)Sean felt humiliated to hear his talent being questioned.2.George, the son of Mr. Johnson, liked listening to heavy metal music in the evenings, which made it hard for other residents in the community to fall asleep. Eventually the exhausted neighbors lost their patience and decided on direct interference. They called Mr. Johnson to tell him in a frank manner what they were thinking. Mr. Johnson assured them that he would certainly settle the issue. As soon as he put down the phone he scolded his son, “What has come over you You should know better than to disturb others for your own amusement. ”In the end George traded his CD’sfor computer games software from his classmates.Unit 4The Virtual WorldVocabularyI1)conversely5)abusing9)have arranged2)but then6)tone10)in sight3)symptom7)took; in11)stretched4)spitting8)editing12)data2.1)smoking cigarettes jars on me.2)find themselves getting sucked in.3)has arranged for a technician from the computer store to check andrepair it.4)fled their country to avoid military service/fled to other countries toavoid military service.5)restore people’sconfidence in it.3.1)the virtual; on line; via2)nightmare; routine; any appointment; arrange for3)cue; remarks; his tuneII.Collocation1.We came here all the way on foot.2.Private cars are not allowed on campus.3.They are on vacation in Florida.4.Mary has been talking to her friend on the phone for an hour.5.Don’tworry, Lucy is always on time.6.Industrial demand on fuel is on the rise.III. Usage1.hard2.difficult3.impossible4.tough5.hard6.easyComprehensive ExercisesI. cloze1.(1)Internet(7)annoying(13) sucked into(2)click(8)connection(14) At times(3)virtual(9)crawls(15) flee(4)routines(10) take in(16) on line(5)arrange(11) spit(6)nightmare(12) data(1)companion(5)customers(9) remote(2)deliver(6)delights(10) information(3)access(7)provides(4)enables(8)smallII. Translation1.1)Research shows that laughter can bring a lot of health benefits.2) A show Internet connection speed is really annoying.3)As the law stands, helping someone commit suicide is a crime.4)In her report, Mary tries to interpret the data from a completelydifferent angle.5)Sue is a girl of great talent. Her amazing memory sets her apart fromher classmates.2.Perhaps you envy me for being able to work from home on the computer. I agree that the Internet has made my job a lot easier. I can write, submit and edit articles via email, chat with my colleagues on line and discuss work with my boss. With a click of the mouse, I can get all the data I need and keep up with the latest news. But then, communicating through the Net can be frustrating at times. The system may crash. Worse still, without the emotional cues of face-to-face communication, the typed words sometimes seem difficult to interpret.Unit 5Overcoming Obstacles VocabularyI1.1)startled6)vain11)In my mind ’s2)mere7)On the occasion eye3)motion8)anxiety12)recurring4)sweating9)emotions5)stretched out10)ashamed of2.1)coincides with her husband ’s.2)sends the prices soaring/results in the soaring of prices.3)of alternate sunshine and rain.4)have been his lifelong passions, although he studied economics atuniversity.5)Tension came over her1)media; dedication to; grace2)his competitors; in excitement; hug him; congratulate him on3)emotions; numerous; intensity; passion forII.Collocation1.Mike, a Green, made the suggestion that a large park be built near thecommunity.2.In a letter to his daughter, Mr. Smith expressed his wish that she (should)continue her education to acquire still another degree.3.There is no reason to hold the belief that humans have no direct moralresponsibility to safeguard the welfare of animals.4.Children need to feel safe about the world they grow up in, and it is unwise togive them the idea that everything they come into contact with might be a threat.5.Anxiety can result from the notion that life has not treated us fairly.6.Nobody believed his claim that he was innocent.III. Words with Multiple Meanings1.I work out in the gym for one hour every morning.2.Florence has worked as a cleaner at the factory for five years.3.The wounded man worked his way across the field on his hands and knees.4.The safe load for a truck of this type works out at about twenty-five tons.5.It is difficult to understand how human minds work.6.To my disappointment, the manager’s plan of promoting the new productsdoesn’twork at all.7. The teacher has a lot of experience of working with children who don ’tknowhow to learn.8.The medicine was like magic, and it worked instantly after you took it. Comprehensive ExercisesI. cloze1.(1)In my mind ’seye(9) soaring(2)groan(10) recurring(3)competitor(11) brought me back to earth(4)intensity(12) fantasy(5)anxiety(13) sweat(6)tense(14) congratulate(7)sweat(15) number(8)tension(16) media2.(1)engineer(5)build(9) sharp(2)forget(6)accident(10) touched(3)convinced(7)thought(11) instructions(4)how(8)only(12) finallyII. Translation1.1)It is the creativity and dedication of the workers and executives that turnedthe company into a profitable business.2)The prices of food and medicine have soared in the past three months.3)We plan to repaint the upper floors of the office building.4)His success shows that popularity and artistic merit sometimes coincide.5)I don’twant to see my beloved grandmother lying in a hospital bed andgroaning painfully.2.Numerous facts bear out the argument/statement/claim that in order to recover speedily from negative emotion, you should allow yourself to cry. Youneedn’t/don ’thave to be ashamed of crying. Anxiety and sorrow can flow out of the body along with tears.Consider the case of/Take Donna. Her son unfortunately died in a car accident. The intensity of the blow made her unable to cry. She said, “It was not until two weeks later that I began to cry. And then I felt as if a big stone had been lifted from my shoulders. It was the tears that brought me back to earth and helped me survive the crisis.”Unit 6Women, Half the SkyVocabularyI1.1)cultural/culture5)stumbled into9)mechanical2)indication6)decent10)Shuddering3)miniature7)buzzing11)implied4)ironic8)abnormal12)leap2.1)convert RMB into US dollars in the foreign exchange office at the airport.2)didn’tknow the first thing about cooking as she looked puzzled as to howto cook rice with the rice cooker.3)their faulty equipment the team had accomplished some very useful work.4)allowing me to work flexible hours as long as I work eight hours a day.5)couldn’thelp thinking the book must be quite fascinating.3.1)will not panic/feel panic; ’llbe at a disadvantage2)hybrid; transmissions3)crave; One indication; to distinguishII.Synonyms in Context1.also 4.also7.also2.as well/too 5.as well/too8.Also3.too 6.tooage1.I ve’ had enough2.When I was old enough to work and earn money3.can’tgot enough sleep at night4.has so far collected enough of them5.have strong enough arms6.have just enough money to live onComprehensive ExercisesI. cloze1.(1)stumbled into(7)premise(2)not know the first thing about(8)at a disadvantage(3)mechanical(9)panic(4)when it comes to(10) cultural(5)hybrid(11) flexible(6)gritted her teeth(12) imply2.(1)chair(5)recognized(9) women(2)force(6)steered(10) tutor(3)secrets(7)essentially(11) inspired(4)painstaking(8)observations(12) unlessII. Translation1.1)He is a man of few words, but when it comes to playing computer games,he is far too clever for his classmates.2)Children who don’tknow any better may think these animals are pretty cuteand start playing with them.3)There is no way to obtain a loan, so to buy the new equipment, I ’lljusthave to grit my teeth and sell my hybrid car.4)The hunter would not have fired the shots if he had not seen a herd ofelephants coming towards his campsite.5)I find it ironic that Tom has a selective memory---he does not seem toremember painful experiences in the past, particularly those of his owndoing.2.Nancy Hopkins is a biology professor at MIT. She craves knowledge and works hard. However, as a scientist, she could not help noticing all kinds of indications of gender inequality on campus. Men and women professors did the same work, but when it came to promotion the administrators were rather selective. It was ironic that after so much cultural progress, women were still at a disadvantage in institution of higher education. When her request for more lab space was refused, she knew she had to fight. So she gritted her teeth and complained to the President. The fight ended in victory and Nancy was converted into a gender-equity advocate.Unit 7Learning about English VocabularyI1.1)Strictly speaking7)snack2)drifted8)put; into practice3)resembles9)source4)invaded10)climate5)is conquered11)surrendered6)fascinating12)were; aroused2.1)an absolute necessity rather than a luxury.2)is a valuable addition to the football team.3)will get out of control, if the firemen do not arrive within ten minutes.4)Alternative but to go via Vancouver to get to Seattle.5)Declared all beef imports will be banned for the next six months as anemergency measure to stop the spread of mad disease.3.1)systematic; have invented; to a very real extent; mysteries2)to establish; to be modified/modifying3)tolerance towards; strike out; enrichII.Synonyms1.a)wish c)wantb)wish d)want/wish2.a)skin c)hideb)hide/skin d)skine)3.a)raise/rear c)rear/raiseb)raise d)raise4.a)royal c)sovereignb)kingly/royal d)royal/kinglyage1.Indeed 6.however2.though7.nevertheless3.Frankly8.Yet4.Moreover9.instead5.To my knowledge10.in other words Comprehensive ExercisesI. cloze1.(1)fascinating(6)corrupt(11) establishing(2)tolerance(7)out of control(12) Massive(3)invented(8)influenced(13) sources(4)addition(9)elite(14) enrich(5)ban(10) came up with2.(1)early(5)examine(9) accident(2)similar(6)features(10) sprung(3)source(7)declared(4)observation(8)strongerII. Translation1.1)Many small businesses have sprung up in the city since the new policywent into effect.2)On hearing the news, she smiled briefly, and then returned to herhabitual frown.3)He paused for effect, then said: “We can reach/enter these marketsthrough new channels.”4)The addition of a concert hall to the school will help it nourish youngmusical talents.5)We have no way to protect our personal liberties until we haveestablished a sovereign state. / We can ’tprotect our personal libertiesunless we, first of all, establish a sovereign state.2.Though how the English language came into existence remains a mystery to many people, linguists believe that English and most other European languages have descended from a common source: the Indo-European parent language. English was first spoken by the Anglo-Saxons who invaded England in the fifth century. They passed onto us the basic vocabulary of English. In over fifteen centuries of its development, English has enriched itself by massive borrowing. As British immigrants landed in America and established the United States as an independent nation, a new variety was added to the English language: American English. Though some people worry that the language is running out of control, many native speakers of English take pride in the tolerance of their language.Unit 8Protecting Our Environment VocabularyI1.1)barking5)tragedies8)grim2)evil6)counterpart9)flocks; fed on3)brooding;7)are10)vegetationhatched complaining/co-11)patches4)migrant mplain12)Scores of2.1)was lined with people who came to welcome the distinguished foreignguests.2)the boss silenced all lively conversation in the office.3)wearing a pair of sun glasses, the famous movie star passed the crowedunnoticed.4)looked deserted.5)were stricken by it.3.1)patches; came into full bloom; were puzzled; mysterious2)throbbed with; sickened; migrant; a chorus3)had crept into; flickered; the starkII.Word Formation1.Compound words Chinese meaningage-old古老的air force空军daughter-in-law儿老婆first-rate一流的greenhouse温室half brother同母异父兄弟；同父异母兄弟ice-cream冰淇淋lifelike传神的light year光年salesperson售货员；销售员self-centered以自己为中心的，自私的threefold三倍overuse过分使用stone-still石头似的一动不动worldwide全球范围的；在世界范围内2.1)poverty-stricken people5)successful spacewalk2)heart-breaking news6)peace-loving people3)newly-built database7)need-based scholarships4)well-fed kids8)color-blind peopleIII. Confusable Words1.lying in7.lie10. liesid yy yComprehensive ExercisesI. cloze1.(1)spell(7)deserted(2)stricken(8)silence(3)misfortunes(9)sickened(4)surroundings(10) hatch(5)blossom/bloom(11) puzzled(6)migrant(12) in harmony with2.(1)rate(5)export(9) boundaries(2)publication(6)profit(10) ultimately(3)dangerous(7)accept(4)banned(8)comprehendII. Translation1.1)This is a prosperous town, but there is still poverty in the midst ofwealth and abundance.2)The Brown family was stricken with one misfortune after another, but theirchildren never complained.3)The museum is designed in such a way that it stands in perfectharmony with its surroundings.4)It was a miracle that these flowers did not wither at all in the blazing sun.5)Flocks of sheep feed on the patches of vegetation that rise above thewinter snow.2.This village was once famous for its beautiful natural surroundings. All the year round, the trees were green and the flowers in bloom. Clear streams flowed out of the hills through a checkerboard of rice fields. Birds sang all day, and deer came and went in a leisurely manner. However, with the coming of DDT and other pesticides, an evil spell seemed to have settled over the village. Misfortunes came one after another. Chicken died suddenly, cattle and sheep were stricken by mysterious maladies, and farmers complained about a sickening feeling that puzzled the village doctor. The village square, once throbbing with life, was now deserted.。
全新版大学英语综合教程2unit1课件
2.What does Lennon think of growing up? Is it easy or full of adventures?
3.Can you guess what the texts in this unit are going to be about?
kindergarten ：under 5 years old elementary/ primary school (grades 1~6): 6~11 years old junior high/middle school (grades 7~8): 12~13 years old senior/high school (grades 9~12): 14~17 years old college, institute, academy （学院），university
Home
Before Reading
Global Reading
Detailed Reading
After Reading
Brief Introduction to John Lennon
John Lennon (1940~1980) was an English rock musician and cofounder of The Beatles, the most lauded and influential rock group of all time.
Detailed Reading
After Reading
Home
Before Reading
Global Reading
全新版大学英语第二版综合教程2Unit1
The boy is given a hula hoop but no instructions.
What kind of outcomes do you expect?
Ways of Learning
A Practical Experiment
Two children are given hula hoops, a toy they are unfamiliar with.
5. What is the attitude of the hotel staff toward Benjamin’s efforts?
( They held his hand and taught him how to insert the
key correctly )
Scanning
Ways of Learning
Difficult sentences
Ways of Learning
2. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. (Para.3)
Ways of Learning
Points for Comparison/ Contrast
Chinese
Americans
1) Ways to learn to accomplish a task
Show a child how to do sth., Teach by holding the hand
3. Any Chinese staff member nearby would come over to watch Benjamin and noting his lack of initial success, attempt to assist. (para.4)
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
English Song — Teach Your Children
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Detailed Reading
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Teach Your Children
Directions: Listen to the song and fill in the blanks with what you hearD.etailed Reading
About Education
A Survey Detailed Reading
A Practical Experiment
Education in the West
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Introductory Remarks
“Ways of learning” is the topic of this unit. It is also the topic of the sonDgetayileoduReaadirneg about to listen to, called Teach Your Children sung by Crosby, Stills and Nash.
Introductory Remarks Detailed Reading
Teach Your Children
Questions and Answers
Crosby, Stills and Nash
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Before Reading
Global Reading yyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Don’t you ever ask them why, if they told you, you will cry, So just look at them and sigh and know they love you.
You, who are _o_n_t_h_e_r_o_a_d_ , Must _h_a_ve__a_c_o_d_e_ that you can live by. And so, become yourself, Because — _th_e__p_a_s_t is just a goodbye. Teach your children well, Their father’s hell did slowly go by. And feed them _o_n_y_o_u_r_d_r_e_a_m_s_ , The one they picks, the one you’ll know by.
Detailed Reading
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Questions and Answers
1. What is a code that you can live by?
A set of rules to guide you on the road of life. Detailed Reading
And you, of tender yeDeatarisle,d Reading Can’t _kn_o_w__t_h_e__fe_a_r_s that your elders grew by. And so please help them with your youth, They _se_e_k__th_e__t_ru_t_h_ before they can die. Teach your parents well, Their children’s hell will slowly go by. And feed them _o_n_y_o_u_r_d_r_e_a_m_s_ , The one they picks, the one you’ll know by.
Before Reading
Global Reading Detailed Reading
UUnniitt11WWaayyss ooffLLeeaarrnniinngg After Reading Supplementary Reading
Don’t you ever ask them why, if they told you, you will cry, So just look at them and sigh and know they love you.