上外全新版大学英语综合教程讲义

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上外全新版大学英语综合教程讲义-book2-unit6

Unit 6 Women, Half the SkyText A I’m Going to Buy the Brooklyn BridgePreview Tasks: Read Text A and answer the following questions:1. Tell some information on the current situation of women’s liberat ion and find some examples to support your idea.Suggested answers: Women are supporting one another, standing side by side, “toe to toe”, but they still have a long way to go. They are only in the early stages of their struggle to get what they want and to get men to change their ideas. They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands.2. Preview Text A and summarize the main idea, then finish the exercise about the text structure on page 184 about the structure of the text and summarize the main idea of each part.Suggested answers: See Part III. Structure and Main IdeaTeaching Objectives:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate how the author achieves coherence for her essay;3.master 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 theunit.Periods 1 and 2 (90 minutes)I. Cultural Notes (15 minutes)T asks Ss to tell how much they know about The Brooklyn Bridge and Feminism, then shares them the following information.A. The Brooklyn Bridge(5 minutes)小练习：T reads the following paragraph once and asks Ss to fill in the blanks.The Brooklyn Bridge: the bridge over the East River in New York City that connects Manhattan with Brooklyn. It was opened in 1 and has a 2 of 1595 feet (486meters). The Brooklyn Bridge is considered a 3 of 19th-century engineering and a bridge of many firsts. It was the first 4 bridge to use steel for its cable wire; it was the first bridge to use explosives in a dangerous underwater device called a caisson. The expression selling the Brooklyn Bridge to somebody means 5 .Suggested answers: 1. 1883 2. length 3. brilliant feat 4. suspension5. tricking them in a dealB.Feminism: (5 minutes)In the 1960s feminism (= the belief that women and men are equal in abilities and should have equal rights and opportunities) became the subject of intense debate when the women’s liberation movement encouraged women to reject their traditional supporting role and to demand equal status and equal rights with men in areas such as employment and pay. It is widely accepted by younger people that women should, if they wish, be allowed to develop their careers and not give up work when they have a family. Feminism has brought about many changes in the English language. Many words for job titles that included “man” have been replaced, for example “police officer” is used instead of “policeman” and “chairperson” for “chainman”. “He” is now rarely used to refer to a person when the person could be either a man or a woman. T he title “Ms” is used for womeninstead of “Miss” or “Mrs.”, since it does not show whether a woman is married or not.C. John Milton (1608-1674): (5 minutes)English poet, whose rich, dense verse was a powerful influence on succeeding English poets, and whose prose was devoted to the defense of civil and religious liberty. Milton is often considered the greatest English poet after Shakespeare. His masterpiece, Paradise Lost, is considered unsurpassed among English epic poems. It is a powerfully imaginative and dramatic work, based in part on the biblical story of the temptation and fall of Adam and Eve in the Garden of Eden.II. Introductory Words (10 minutes)You may all know the well-noted female professor in our university --- DongYajuan(董雅娟)，who succeeded in cloning cows. You may also know the mother college student（妈妈大学生）on the campus, who studies here while she has to take care of her baby after class. You may have watched the TV series《当家的女人》. With great efforts, the heroine in the TV series managed to bring the poor family to a well-off one and she herself became a famous local leader.How do you think women like them? From them you may find women today are extremely independent . They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands. In one word, women today are capable of holding up half the sky.In this unit, we’ll learn two stories of this kind. Text A focuses on how the belief in superwoman encourages average women to achieve their goals. Text B tells a woman at her age of 29 quitted her job and bean anew by returning back to school and finally realized her dream and started her new career.Next let’s focus on Text A.(Notes: Here Ts may also introduce the text by leading Ss to discuss some of the following questions:1. Do you think male and female graduates from your college have the same job opportunities? Suggested answer: The male graduates have more opportunities. On some occasions, female graduates are definitely refused.2. If you are married, would you prefer your wife to pursue her career or take good care of the family? Why?Suggested answers: I prefer my wife to pursue her career because women and men are equal in abilities and should have equal rights and opportunities to do their jobs.I prefer my wife to take good care of my family because the wife’s job is just to take care of her husband, cook meals for him, watch clothes for him, clean the house for him, bear babies for him.3. What do you think of President Mao’s famous saying that women hold up half the sky? Suggested answer: Nowadays, everyone may find women today are extremely independent . They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands. There are more and more female house buyers so the housing market witnesses a She-Era. Examples of this kind are endless. In one word, women today are capable of holding up half the sky.)III. Structure and Main Idea (40 minutes)T may illustrate the structure with the following graph:The above graph shows: Despite her friend’s advice, the author, unable to resist the temptation, falls for superwoman stories again. One day, she meets a superwoman face to face and her encounter influences her a lot. She thinks a lot and analyzes what prevents her from becoming a superwoman herself. The factors are such as: she is unable to get an act together, she almost expects things to go wrong as soon as she sets to work, anything on the schedule will take up much more of time set aside, she usually feels exhausted after a busy day and never thinks about doing more. But she is still fascinated by modern superwoman tales. After her analysis, she comes to the conclusion that to her, admiring a heroine is something worth doing.According to the graph and the exercise on page 184, the text can be divided into five parts: Array IV. Detailed Explanation of Each PartParas 1-3 (15 minutes)T asks Ss at random to answer the following questions:1. According to the first two paragraphs, why did a friend say “if I believed everything in the report, she had a bridge in Brooklyn she'd like to sell me.”?Because the friend thought the stories reported about superwomen were not true and never happened, so it was impossible for women to succeed both in jobs and family life.2. what does the term “a bridge in Brooklyn” mean according to your understanding?It refers to an incredible story, something impossible.V. Homework:(10 minutes)1. Reread the text carefully and understand the following sentences according to the context:Since my own schedule rarely succeeds, her accomplishments fill me with equal amounts of wonder and guilt.(Para 4)I should have known better than to ask. (Para 6)If I create schedules of military precision in which several afternoon hours are given over to the writing of the Great American Novel, the school nurse is sure to phone at exactly the moment I put pencil to paper. (Para 9)Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. (Para 12)Then I'll tell her a story: the tale of a woman who bought her own version of that bridge in Brooklyn and found that it was a wise investment after all.( Para 15)2. Finish Comprehensive Exercise on page 192.Periods 3 and 4 (90 minutes)I. 小练习：Listen to the passage (T may read it ) and answer the questions that follow.(10 minutes)The most commonly granted degrees in the U.S. are the B.A., or bachelor of arts, and the B.S., or bachelor of science, both given generally after the completion of a 4-year course of study and sometimes followed by a mark of excellence. The master's degree is granted after one or two years of postgraduate work and may require the writing of a thesis or dissertation. The doctorate requires two to five years of postgraduate work, the writing of a thesis, and the passing of oral and written examinations. In the mid-1990s U.S. institutions of higher learning annually granted about 1.2 million bachelor's degrees, some 387,000 master's degrees, and 43,000 doctor's degrees.1.what are the most commonly granted degrees in the U.S.?The most commonly granted degrees in the U.S. are the B.A., or bachelor of arts, and the B.S., or bachelor of science.2. What does the master's degree require?The master's degree may require the writing of a thesis or dissertation.3. How many master's degrees were granted annually in the mid-1990s U.S.?In the mid-1990s U.S. institutions of higher learning annually granted some 387,000 master's degrees.II. Detailed Explanation of Each Part (60 minutes)Paras 4-7A. Paraphrase the following sentences:T asks Ss at random to paraphrase the following sentences:1. Since my own schedule rarely succeeds, her accomplishments fill me with equal amounts of wonder and guilt.Because I seldom do based on my own schedule, I feel sense of guilt as much as I am amazed at her accomplishments.2. I should have known better than to ask.I should have known the answer so it was unnecessary to ask.3. Other women, it seemed to say, are movers and shakers — not only during office hours, but in their spare time as well. It seemed to say that other women do excellently at their jobs as well as in their spare time.B. Answer the following questions:1. What figure of speech is applied in the sentence “Her life runs as precisely as a Swiss watch ”? Simile.2. What does “it” in the sentence “What, it asked, do you accomplish in your spare time?” refer to? “It” here refers to a jar of strawberry mentioned in the first sentence in para 7.Paras 8-11A.Paraphrase the following sentences:T asks Ss at random to paraphrase the following sentences:1. If I create schedules of military precision in which several afternoon hours are given over to the writing of the Great American Novel, the school nurse is sure to phone at exactly the moment I put pencil to paper.If I make schedules precise like military plans, in which I will spend several afternoon hours on the writing of the Great American Novel, I will be surely interrupted by the school nurse who phones me at exactly the moment I start to write.Metaphor is used in the phrase “schedules of military precision”. It means schedules as precise as military plans.2. In fact, I waste a good deal of my spare time just worrying about what other women are accomplishing in theirs.In fact, a lot of spare time I waste is just spent on worrying about what accomplishment other women achieve in their spare time.B. Be familiar with Get + infinitiveGet + infinitive is often used to mean one has the opportunity to do something or is allowed to do it.e.g. We didn’t get to see her --- she was too busy.I got to know the principal of the university when I translate materials for him.With an infinitive,get can also mean on gradually acquires something or gradually becomes aware of something.e.g. You will get to speak English more easily as time goes by.He is nice when you get to know him.Paras 12-14, para 15T arranges Ss into several groups and asks the following question:Can you underline sentences containing the word “bridge” and explain them?1. Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. (Para 12)Although my friend had warned me not to believe in the stories about any incredibly successful woman, I am still willing to believe that they are true.2. Then I'll tell her a story: the tale of a woman who bought her own version of that bridge in Brooklyn and found that it was a wise investment after all.( Para 15)Then I'll tell her about myself: how I believed in superwomen tales and how this belief had encouraged me to attain my own goal.3. Underline words and phrases related to food in para 14 and understand their meanings.a. a piece of cake: sth. that is very easy to dob. we can’t have our cake and eat it too: can’t have both fish and the pawc. the old low-dream diet: Women always expect little, believing that you can’t have everything at onceIII. 小练习：Translation: (15 minutes)After explaining the details T may ask Ss to translate in class the following sentences with key words given to each sentence to see whether Ss have mastered the words.1. 詹妮浏览那份报纸时，一则奇怪的消息引起了她的注意。

上外全新版大学英语综合教程讲义-book1-unit6

Book one Unit 6 Animal IntelligenceText AThe first time:The first period:I. Preview:1. Let the students be familiar with some important words and phrases in Text A, which will enable them to better understand the text: controversy, encounter, convince, suspicious, blank, relieve, figure out, assess, inaccessible, release, deceive and wipe out.2. Ask the students to search for some information about animal intelligence through Internet or the Encyclopedia while keeping the question in mind that whether animals do have intelligence and what kind of presentation they may show.3. Read Text A in general and paragraph 5&6 in Text B.II. Check the homework left last time when the fifth unit was finished.III. Introductory remarks (Ts’ words):In unit 5, we’ve talked about romance. Of course, it’s about the romance of us human beings. But, do we believe that animals will also fall in love? In this unit, Text B, we have examples showing that animals do have certain affections to the one of the same kind but the opposite sex. As we’ve read paragraphs 5&6 in Text B, the point has been proved in someway.Well, from the stories, we see that animals really have their own way of thinking. But, what animals really think? Do they have intelligence as we do?IV. Check the preview work through discussion:1. What’s the meaning of intelligence? And, what about animal intelligence?→Intelligence refers to the power of perceiving, learning, understanding, and knowing. It also means mental ability.As for animal intelligence, it involves such factors as the ability to learn, to solve new problems, or to create novel solutions to familiar problems and reasoning. The last one means that some animals have the ability to benefit from the experiences of others. That’s what we can find in the third story in Text A, that Towan is clever to do the similar trick as Melati.2. Ask Ss to tell some interesting stories concerning animals’ presentation of intelligence. Here are also two samples.→Story one: My parents once raised a dog named Doudou. One day, my father left his coat behind in the scallion field. Doudou stayed beside the coat until my father returned to the scallion field and looked for his coat. Then, he went home happily together with my father.Story two: Once in Yunnan Province, a boa saved the son of his master from a river.Ts may list some other animal behaviors to arouse the Ss’ interests:E.g.: Bees communicate a food source to other members of the hive by means of various “dancing”.Some other species can communicate by sight, taste or odor, electrical impulse (fish), or touch, and many animals have more than one system.Conclusion: From all above, we find that animals do display intelligence in some areas. Let’s read the text and find more examples of animal intelligence.V. Global reading tasks.The second period: Detailed reading Tasks:Part 1 (paragraphs 1-2)I. Let the students reread the first two paragraphs, and think about the questions:1.What is the traditional way to examine the intelligence of animals?→experiments designed to teach human signs.PS:For example, in one early study, the intelligence level of animals was measured in terms of the human capacities required to perform parallel acts. Such a method led to gross overestimation of intelligence of the animal being studied. (Ts may take this as part of the Background Information.)2.What is the author’s idea?→to observe the animal’s performance for their own purposesII. Difficult Sentences:1. Wondering whether there might be better ways to explore animal intelligence than experiments... not when scientists ask them to. (Paragraph 1)------ I want to know if there might be better ways to find out more about animal intelligence than those experiments which are designed to teach human language to animals. Then I realized one thing that seems to be very clear now. If animals can think, they will probably do their best thinking for themselves. Animals will not think very hard when scientists ask them to do so.2. Most do not study animal’s intelligence, but they encounter it, and the lack of it, every day. (Paragraph 2)----- Most of the zookeepers do not research on animal intelligence, but they meet animal intelligence unexpectedly every day. They also meet the situation that animals show little intelligence everyday.3. The stories they tell us reveal what I’m convinced is a new window on animal intelligence: the kind of mental feats animal perform when dealing with capacity and the dominant species on the planet—humans. (Paragraph 2)----- The stories they tell us show something that I believe is a new aspect of animal intelligence. They tell us about the marvelous thinking that animals do when they deal with the situation of being caught and human, the most powerful species on the earth.III. Important Words and expressions:controversy over/about something encounter problems/difficulties/oppositions/resistanceconvince somebody of/to do something do one’s best thinkingserve one’s own proposePart 2 (paragraphs 3-6)I. Reread this part and do the exercises:1. True or false questions:a. Colo’s example indicates that some animals know quite well how to negotiate with the keepers. _T__b. Colo is a good bargainer, and this case shows that animals may really have intelligence. T_c. Mile’s experiment to teach Chantek to share things proves to be a great success. F_→Mile’s experiment to teach Chantek to share things proves to be a great failure.2. Ask the students to fill in the blanks with the information mentioned in this part, esp. the animals’ action. Then figure out the author’s purpose.a. Colo: Broke the key chainAuthor’s purpose:Animals know how to negotiate with people.b. Chantek: 1) Expanded the money supply by breaking plastic chips in two;2) Found pieces of tin foil and tried to make copies of metal chipsAuthor’s purpose: Animals can even handle the moneyIII. Difficult Sentence:Arriving on the scene, Jendry offered Colo some peanuts, only to be met with a blank stare. (Paragraph 3) ----- When she got to the place where Colo was, Jendry gave Colo some peanuts, but here good will was not well accepted and she got a blank stare from Colo.IV. Important Words and Expressions:a blank stare maintain eye contact raised the stakes careful bargainerspend on treats trade one thing for another catch up with somebody/somethingonly to do why (not ) do be suspicious of/aboutHomework: 1. Do the exercises of structure on pages 181&182. (only to do, why do/not do)2. Preview the left part of the text.The second time:Part 3 (paragraphs 7-10)I. Check the homework and go on to the new stories.II. Five minutes are given to the students to finish reading this part; two questions will be put forward.1. What did Orky do in this section?→Allowed somebody to stand on his head to reach up and release the baby2. What can you get from this example?→Animals can assess the situation and make a right decision.III. Difficult sentence:This is true, but I do not think it goes far enough. (Paragraph 7) ----- What behaviorist say is right, but I do not think their explanation helps very much.IV. Important Words and Expressions:in one’s interest make judgments emergency care go wrong assess based onthrive at throw up size up keep steady slide intoPart 4 (Paragraphs 11-12)I. Ask the students to read through this part quickly , then to answer the following questions.1.How did Melati and Towan play the trick on Shewman ?→Melati: Hid an orange in her other hand. Towan:Hid an orange underneath his foot.2.What did the author want to tell us？→Animal intelligence can be seen in their attempts to deceiveII. Let the students do some true or false questions according to Part 3 and Part 4.1.Behaviorists say that animals cooperate with human beings for their own benefit. ( T )ule believed that Orky, a killer whale, was the most intelligent animal she had ever seen. ( F )→Laule believed that Orky, a killer whale, was the most intelligent animal she had ever worked with.3.Some animals’intelligence can be seen in their attempts to deceive. ( T )4.Orky allowed somebody to stand on his head to reach up and release the baby because he had been trained to do so.( F )→Orky let somebody stand on his head to reach up and release the baby, but he had not been trained to do so.5.Animals can learn from each other in playing some tricks. Towan is a good example. ( T )III. Difficult sentence:Instead of moving away to get it, Melati looked Shewman in the eye and held out her hand. (Paragraph 11)------ Melati looked directly and steadily at Shewman without moving away to get it.Part 5 (Paragraph 13)I. While reading this paragraph, think about the function of the last paragraph. How do you understand it?→It concludes the whole passage--- animal intelligence not only exist but also plays a very important role in their survival. II. Difficult sentences:1. If life is about survival of a species---- and intelligence is meant to serve that survival--- then we can’t compare with pea-brained sea turtles, which were here long before us and survived the disaster that wiped out the dinosaurs.----- If the purpose of life is to survive and intelligence is for survival, then our intelligence can’t be compared with that of the pea-brained turtle. They were on this earth long before we human beings and they even survived the survived the disaster that destroyed thedinosaurs.2. … even if their horizons are more limited than ours.---- even though they can’t assess the world in the same way as we do because of more limited knowledge and experience.III. Important Words and Expressions in the two parts above:deceive somebody into doing something look somebody in the eye hold outinaccessible (get/have access to somebody/something ) move off hold one’s gaze steadilygive in be meant to do something wipe outPost-reading tasks:Ts may give a general conclusion about the whole text and answer the questions raised by the students.Homework: 1. Review the important words we’ve learned.2. Finish all the exercises in the book.The third time:I. Check the homework and do some exercises:a. Words Dictation:intelligence controversy encounter convince dominant suspicious blank negotiate maintain relieve undertake thrive emergency release evidence deceive survival disaster figure out wipe outb. Paragraph dictation: The following paragraph will be read three times; Ss should listen to the paragraph carefully for the first two times. For the third time, Ss should write down sentence by sentence of what they heard. Then check it.Why don’t birds get lost on their long flights from one place to another? Scientists have been puzzled over this question for many years. Now they fill in the blank.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly by night? Tests with artificial stars have proved that certain night flying birds are able to follow the stars in their long-distance flights. What do they do when the stars are hidden by clouds? Apparently, they find their ways by such landmarks as mountain ranges, coast lines and river courses. But when it’s too dark to see these birds circle helplessly, unable to get their ways.II. Deal with the exercises of Text A. (partly & selectively)III. Writing skills:The passages in this unit are expositions. The writing style is not strange to us since we have come to learn about it in Unit Two. The purpose of an exposition is to make something clear to the reader, and its focus is to explain, define and interpret. It is widely used in our daily life. Students’ attention can be directed to some writing techniques of an exposition.1. Using examples to support to a topic. For example, in this article, the author employs the stories of gorilla, three orangutans, and a killer whale to support his point.2. Using transitional devices to make a coherent writing.a. Headings and subheadings provide natural transitions between paragraphs and sections.For example, in this text we have three subheadings for three parts of the main body of the passage. They are: “Let’s Make a Deal”, “Tale of a Whale”, “Primate Shell Game”. The subheading directs readers’attention to another demonstration of animal intelligence.b. Transitional sentences.c. Conjunctions.The sixth periodText B Pre-reading tasksI.Before explaining text B, we will do some listening work together. Listen to the following passage carefully, then, answer the following questions.When lionesses give birth to their young, they usually have three or four cubs to a litter, and stay with them for about two years to protect them from danger when they are tiny, and to teach them the fine art of hunting. They have a very closely-knit family life. But when a lioness has her young she is usually in a very nasty protective disposition. But she is very patient and accommodating towards her cubs. A unique thing about lionesses is that they will nurse cubs from another litter besides their own. They never care less whose cubs they are.II. Ask two Ss to give a report about myquestion left last class. Do animals love each likehuman beings?(hint: some animals do love each other deeplyand faithfully. What’s more, their wooingmethods are even more fantastic. Their devotedaffection is touching to some degree. ) Onepicture about some animals’wooing methodswill be presented to help the Ss have a deepunderstanding of animals’ love.Global-reading tasks (15 minutes )I. Ss are given 10 minutes to finish scanning thetext, to count how many examples arementioned in the text. ( 5: Ado, a male parrot,Timmy, Coyotes, Tibby )II.Then ask the Ss to tell the organization of thetext.Part one: ( 1-2 ) Some animals do displayvarious feelings under different circumstances.Part two: ( 3-14 ) Concrete examples areoffered to prove that animals may fall in love.Part three: ( 15 ) Though rejectionremains, the fact that animals experienced, areexperiencing, will experience joy, anger, sorrow,and happiness everywhere. ( the seven humanemotions: joy, anger, sorrow, fear, love, hate, desire) ( 15 minutes )Starling:椋鸟blue tit:蓝山雀quack: 呱呱叫Detailed-reading tasksPart one: Group discussion1. After scan the fist part in two minutes, Ss have a discussion on the following topics:Topic one: what’s true love? Reference: Two persons must love, trust one another. They should help, care, and cherish each other in any case. If one is ill, disabled, or is dying, another is willing to accompany and take good care of her or him wholeheartedly, not to desert him or her. If necessary, one may dedicate his or her life to his or her lover.Topic two: How do you think animals nurse their babies affectionately?Reference: to a large extent, it should be thought as natural instincts.Homework: Ask Ss to read paragraph3, 5, 6, 7, 10, 12, and 13 carefully, and describe those animals’ behavior mentioned in three—four adjective phrases respectively.Ado in para3: silent, depressed, and alone Athan: indifferent, glad, happyTimmy: reluctant, excited, sad, hurt Coyote: affectionate, gentle, happyTibby: get lost, strange, nostalgicThe fourth timeI First check the answers of the homework left last class. Then go on with what we stopped last time.II. Structure:a. what about-----used to make a suggestion e.g.: What about dinner at my place next week?b. how about----used to make a suggestion about what to do e.g.: No, I’m busy on Monday. How about Tuesday at seven?How about doing somethingIII. Useful expressionsBe cautious about doing sth 干----时很谨慎prefer to do/doing 更喜欢prefer A to B 比起B,更喜欢AAdequate parental care 足够的亲本照顾 a sense of loss 失落感IV. ensure ( US insure ) assure guaranteeAssure: tell sb positively or confidently 向-----保证，cause sb to be sure or feel certain about ~ sb of sth 使确信E.g.: I ~ you they will be perfectly safe with us. Assurance n..保险Ensure: make sure guarantee 确保，保证 e.g.: Please ~ that all the lights are switched off at night.Guarantee: promise (usually in writing) in a transaction will be fulfilled e.g.: the watch comes with a year’s ~.Part twoI. Ask the Ss to underline Ado’s, Athan’s，Timmy’s, coyotes’, and Tibby’s behavior respectively in the text. Then tell us theimplied meaning.Ado behavior: He stood…body, he hung his head…became vacant. didn’t have heart…sharply. Pulled himself together …another mate.Implied meaning: fell sorrowful and a sense of loss.Parrot: behavior: ignored a fine-feathered young female but thought an older female in extremely poor condition was the love of his life. The two birds…eventually produced young.Implied meaning: Instinct may…they will love.Timmy: behavior: declined to…at once.Implied meaning: Many species…of their species.Coyotes: behavior: Observations indicate that…sexually active. Pairs can be observed…curled up to sleep.Implied meaning: There is evidence… each other.Tibby：behavior Tibby made a habit…village. She tried to…his house. Acted strangely, even trying to follow him indoors.Implied meaning: An animal raised… when it grows up.II. Important language points :Lay ~ sth aside: put sth aside lay-off: dismissal of a worker, esp for a short time. Layout: arrangementVacant:not filled or occupied a ~ post blank: a ~ stare, look, a ~ mind 茫然的心情Compare A to B 把A 比成B compare A with B 把A和B向比较Shed/cast light on sth: make sth clear or easy to understandIII. Let the students translate the following phrases into Chinese:Put human emotions in animals 赋予动物人类的情感Cross the bridge of reality 逾越现实的鸿沟Whatever distinctions may be made between the love of two people and the love of two animals, the essence frequently seems the same. 无论人类的男欢女爱与动物雌雄相悦之间有多少取别，两者的本质常常是一致的。

上外全新版大学英语综合教程讲义-book1-unit8

UNIT 8 Dealing with Education ProblemsText A Fable of the Lazy TeenagerPart I Background InformationThe General View of American on EducationIt is a general view that every American has the right and obligation to become educated. American believe that, through education, an individual acquires the knowledge, skills, attitudes and abilities which will enable him to fit into society and improve his social status. Very often, they look to education as the cause of personal and national success and the cure of social and economic ills, holding the view that the future of the nation depends largely on education.Characteristics of American EducationFormal education in the United States consists of elementary, secondary and higher education. Elementary and secondary education is free and compulsory. Some schools colleges and universities are public and others are private. Diversity is considered to be an outstanding characteristic of American education. As each state has the freedom to develop as extensive or limited a school system as it desires, and delegate its power over education to local districts to the extent it wishes, many variations can be found in the education system of the 50 states.The Principal Functions of Institution of Higher Education in American EducationThe system of higher education has three principal functions: teaching, research and public service.Educational System in AmericaThe U.S. public school system is gigantic, with roughly $314 billion in annual expenditures, 5.4 million employees (2.7 million of which are teachers), and 46 million pupils. It also has many unique qualities that set it apart from school systems in other industrialized nations, such as local control, local funding, and a commitment to provide a kindergarten through 12th grade education to every student who enters the system.When it was created in the mid-19th century, the U.S. public school system was viewed as a means of improving society. This is one of the reasons the system has aimed to serve all pupils for 13 years, while other countries developed educational systems that removed underachieving students at younger ages. The inclusive nature of the U.S. school system has played a crucial role in unifying a nation of immigrants, transmitting national values and concepts, and offering — in theory, if not always in practice — the promise of equal opportunity through equal education.Another unique feature of the U.S. system is that it vests authority over the schools with thousands of local school boards rather than a centralized, national agency. Localcontrol enables authorities to respond quickly to local needs, changing curriculums and teaching methods without having to seek permission from national authorities.Until recently, the U.S. public school system largely lived up to this goal, producing a high percentage of high-school graduates compared to other nations.Critics of this system, however, note that, unlike many other countries, the United States has no national standards for what students should know at certain grade levels. Nor are there uniform standards for teacher training and certification.Educational Reform efforts in the 1990s were prompted in part by national and international tests indicating that academic courses in U.S. public schools offered students little opportunity to apply their knowledge.Three key reforms aimed at addressing these issues included:*Establishing challenging academic standards for what students at certain grade levels should know and be able to do. By 1999, 46 states had done this in most academic subjects.*Aligning local policies —such as testing, teacher certification, and professional development — and accountability programs to state standards. By 1999 every state except Iowa and Nebraska had statewide student achievement tests, and most were moving to create new standards for teachers.*Giving local officials the responsibility for developing instructional approaches that meet state standards. Only a handful of states have taken this step.Part II Pre-questions:•What is a fable? Would you please tell a fable you know to your classmates?•What is your goal of the four year college studying? How do you plan to achievethese goals?•What factors do you think are vital to one's success?Part III. Comprehension Questions:(Paragraph 1 to 5):1. What was the writer going to buy in the drugstore?2. What made the salesgirl shocked?(Paragraph 6 to 7):3. Why an adult would be upset by such an experience?•What does the writer want to illustrate through the case in this paragraph? •Please paraphrase the sentence “The ability to perform…is non existent”. (Paragraph 8):•Why did the boy of 16 prefer not to go to U.C.L.A?•What does his attitude suggest?(Paragraph 9):•Does the writer agree to the boy's idea? Why?•What, according to the writer, is very essential to a nation's prosperity? (Paragraph 10):10. What suggestion does the writer propose?(Paragraph 11):•Who is the hero in this fable?•Why is he feeling bitter?(Paragraph 12):•What is Kevin 1835's life like?•What is his hope?(Paragraph 13):•Who is Kevin 1928? What is his life like?(Paragraph 14):•What is Kevin Hanley 1945?•For what was he fighting?(Paragraph 15)•What does Kevin Hanley tell his girl friend?•What do his words suggest?(Paragraph 16 to 18)•What is the whole American like in 2020?•What do Kevin 1990 and his son do as work?(Paragraph 19-21)•What kind of life does Kevin 2050 lead?•What does the Japanese anthropologist do in America ? What does the Japanese tell Kevin Hanley 2050?(Paragraph 22-24)•What did he realize after the dream?•Why did Kevin 1990 refuse his father's proposal?•What do you think the writer want to tell us through the story?Part IV. Language Points:•run out of : use up or finish a supply of (sth.) 用完; 耗尽E.g.: 1) It is reported that these mountaineers have died of hunger after running out of alltheir foods. 据报导这些登山运动员是在食物耗尽后饥饿而死的.2) I was late today because my car ran out of gas on the way here.今天来的路上油用光了, 所以我迟到了.Synonyms: consume (consumer, consumption)Other phrases formed by “ run ” :run across ( 碰上, 撞上), run away with ( 战胜, 偷走, 私奔), run down ( 说坏话, 停止运转, 减少, 缩减), run into ( 遭遇, 撞在… 上, 减少, 共计), run off ( 跑掉, 逃掉; 很快写出), run over ( 压过, 碾过; 很快看一遍), run to ( 共计), run up against ( 遭遇)•in amazement: with a feeling of great surprise or disbeliefE.g.: 1) All the spectators stared at the magician in amazement when the rabbit in his hands suddenly vanished. 当魔术师手中的兔子突然消失时, 观众们都充满诧异地看着他。

上外全新版大学英语综合教程讲义-book3-unit4

Unit 4 ExtraterrestrialsObjectivesStudents will be able to1 understand the main idea (to be found in part 1 ) and structure of the text(narration in time sequence);2 appreciate the difference between formal speech and informal speech;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.The First PeriodTest B Is There Life on Planets Circling Other StarsStep one: Listening Exercises (10m)For many Americans, Easter is the most religious holiday of the year. More people go to church on Easter Sunday than at any other time of the year. Americans love all holidays and usually find a way to have fun on each of them. One thing that some people like to do is to dress up in fine, new clothes and walk with their families on one of the main streets. This is called the "Easter parade. " People like to see what others are wearing , and they also want the others to see their own fine clothes. A very old tradition on Easter is to give children a basket full of candy. Parents often hide the basket so that the children will have the fun of looking for it. Boys and girls believe that the Easter Bunny brings the basket each year.Step two: Group Discussion (15m)As the title suggests, our main task in this text is to make sure if there is life on planets circling other stars. Before we can really try to answer the question, we have to solve another two questions.⒈As we know, our sun is circled by nine planets, what are they?Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Pluto⒉As is known, among the nine planets in the Solar System, Earth is the only one which is able to support life. Why is Earth so unique? What conditions does it need?⒊Are there planets circling other stars just like Earth circling Sun?List all conditions based on Ss’ answers on the blackboard. The suggested answer is presented below:Earth is unique in the Solar System as being the only planet which is able to support life in all its forms: from basic living micro-organisms to highly sophisticated and intelligent human beings. There are many reasons why this happens.⑴Earth has a breathable atmosphere. Oxygen is the gas that is required for the life of most creatures. This is present in Earth's atmosphere, along with nitrogen, and in water, along with hydrogen. The Earth's atmosphere is kept on the planet by its pull of gravity. Mars and Mercury are too small to keep atmosphere. Earth's atmosphere is thick enough to prevent poisonous rays of radiation from getting through it.⑵Earth has a suitable climate. This is caused by the moderate amount of carbon dioxide in the planet's atmosphere. The temperature on Earth does not go from one extreme to the other either.⑶Earth has water! Water is believed to be the most important chemical necessary for life. It contains the oxygen needed for life. Other liquids contain poisonous elements. Water doesn't burn skin; it is drinkable, and it allows life-providing molecules to move around easily. Water on Earth can be found anywhere, in its three states. It can be frozen, taking the form of ice. It can be liquid, seen in seas and oceans and lakes. It can also be a gas, seen as clouds. In the picture below, we can see water in its three states; a solid, a liquid and a gas. The blue glow at the top of the Earth is the planet's thin atmosphere.⑷All planets receive light from the Sun, but no planet uses it as usefully as Earth. Trees and plants on the planet produce oxygen through a process called photosynthesis. Plants need the Sun to grow. Basically, Earth has life on it because of the Sun. It is in the perfect position in the Solar System. It receives just the right amount ofheat from the Sun, and enough light for plants to photosynthesis. This process of photosynthesis puts oxygen into the atmosphere. Humans need oxygen to breathe and to live.Step three: Text Analysis (65m)Then get down to business and analyze this text. Ts make Ss scan Text B in 5 minutes to divide the passage and then let them generalize the main idea of each part. In general, the whole text falls into 4 parts as it is shown in the table:⒊Are there planets circling other stars just like Earth circling Sun? (Para2-6)⑴In theory, the possibility exists.Nine planets are formed and circling Sun which was supposed to be formed from a cloud of dust and gas, which should apply to other stars.⑵In fact, on one hand, we haven’t seen any planets circling other stars even with the sophisticated instruments. Planets don’t shine themselves until the light from stars is reflected, but the long distance with the nearest star except our solar system makes it impossible to deliver enough light to be seen.On the other hand, Bessel has made some discoveries that Sirius A was observed to move in a wavy line, from that observation, he got a conclusion that a gravitational pull from another heavenly body exists and affects Sirius A. probably , that heavenly body is a planet. But the effect is desperately small and difficult to be detected, nothing is better than to choose a star.a.that is very close to us so that we can measure any deviation from its path most accurately.b.that should be small so that a planet could affect its notion sufficiently.c.the planet itself would have to be very large so that it can produce a sizable effect.⑶Possibility:Some bright stars have been found to be surrounded by bands of dust which might be asteroid belts. And where asteroids exist, larger planets ought to exist too.The Second PeriodStep one: ( continue to analyze the rest structure of) Text B (60m)⒋Now let us come to the most important question produced in the title: Suppose there are planets circling most stars, what does that tell us about the possibility of life on those planets? (Para7-13) (Ts provide the clues and guide Ss to look for the corresponding information to complete the sentences)If the planet supports life, it is required to have some conditions:⑴ a reasonably stable orbit---neither too far nor too closeIf the planets are too close to the stars, the tidal effects would draw them face only one side to the stars and the other side against them, so that the half one is too hot and the other is too cold. It is clear that being extremely hot or cold is harmful to life. However, the planets are too far from the stars, then they couldn’t get enough light tosupport life on them.⑵the right size---massive but not so muchA planet would be massive enough to hold on to the atmosphere and ocean, but not so massive that it would collect hydrogen and helium. E.g. Mercury is the smallest one among the nine and the atmosphere is so thin that it is thought the atmosphere doesn’t exist, conversely, Jupiter is the largest one among the nine, and the gravitation is as massive as to collects gases. It is composed of 90% hydrogen and 10% helium.⑶the proper chemical composition---oxygen without the collection of hydrogen and helium⑷the moderate temperature in the range of liquid waterThe temperate would changes in the range of boiling point and freezing point of water.⑸the proper size of the starsa.If stars are massive, it is likely to explode and destroy themselves. During the short course of life, organismsas advanced as primitive shellfish couldn’t evolve to exist.b.If stars are small and dim, a planet must be very close to get enough light and heat to support life. But at thatclose distance, tidal effects would cause the planet to face only one side to the sun, so that half the planet would be too hot and half too cold.(6) The stars can’t be part of close binaries where too much radiation is hostile to life.If the planet is one of the binaries or too many stars, too much strong radiation from the surrounding stars is harmful to living creatures and hostile to our kind of life, and even destroys the planet some day.⒌We have managed to solve the question in theory, in fact and from all perspectives of the possibility, and as long as we are alert, we will notice that another question come into sight.If life exists on other planets, is it capable of developing a technology like ours? (Para14-19)No matter how slim the chance is, as long as the planet has a stable orbit and existed long enough, the possibility of the forming of organism will appear. But how long would the technology or civilization endure? It is hard to answer. Now we will discuss as follows:Naturally, some question steps onto to the stage and make us confused.Where is the alien life and why does it not come to visit us?①The long distance makes it impossible to cross.②The alien life reaches our earth and keeps us in peace.③For some unclear reasons, the alien life failed to appear.All in all, we can’t state whether there is alien life or not until science proves it.Step two: writing styles (30m)characteristic of scientific English (ask Ss to look for some words and phrases to illustrate)Long words:gravitational pull deviation investigate irregularities massive sequence intelligence dispose ofAccuracy of diction: the use of adv.Probably likely automatically actually extremely accurately certainly mere reasonably simply be massive enough…but not so massive neither too far…not to closeThe use of long and complex sentences (take paras9, 10 and 17, for example)If it had an erratic orbit, there might be ties when its temperature would rise above the boiling point ofwater or, at other ties, drop below Antarctic temperatures, and there would not be much chance of finding life as we know it.(para9)But even assuming that a planet is the right size and has the proper chemical composition and a stable orbit neither too far from its star not too close, so tha t its temperature is at all times in the range of liquid water(as is true of Earth except for the polar regions), a great deal would still depend on the kind of star (which/that) it was revolving about.(para10)(潮汐作用：法国国家科研中心和巴黎居里大学的天文学家最近发现，一颗太阳系以外的行星被氢气层所围绕，该氢气层不仅温度高、而且范围很广，也就是说该行星处于“蒸发”状态。

上外全新版大学英语综合教程讲义-book2-unit3

Unit 3 The Generation GapLearning Objectives:Students will be able to:1.understand the main idea (Father meddled in children’s affairs with good intentions, but only tofind his efforts unwelcome) and structure (three settings, three scenes) of the text;2.appreciate the basic elements of a play;3.grasp the key language points and sentence patterns in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Pre-reading task:1.What is the major problem between father and his kids in this text?2.Why does this problem exist?3.What are the key elements of a play?First PeriodPart One: warming-up (10min)Group discussion: make 2 students to form a group to ask each other the following questions. Then let 2 students to stand up to give a report of their discussion.1. Do you love your parents?---- Yes, of course.2. Do you know when your parent’s birthdays are? Do they celebrate theirs?---- Yes, I know them. And we celebrate theirs every year.---- No, I don't know them. We never celebrate their birthdays.---- I am not sure about their birthdays. We celebrate theirs on occasion.3. Do you and your parents have the mutual understanding?---- Yes/no/to some extent...4. In what way do your parents want you to improve?---- They want me to study harder and obey their orders all the time. But the truth is I can't do so. 5. In what way do you want your parents to improve?---- I hope they can give me more freedom. I have grown up and have become an adult to make my decision.Part Two: Culture Notes (10min)1. Part time job: many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’s helpers, gas station attendants, telephone operators. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience.2. Generation gap: it is a very popular expression in recent years. Different generations often have different opinions about the same thing. That is called "the generation gap.” We can feel that in our daily life. Most of our fathers and mothers like listening to revolutionary songs, while we, the young boys and girls, love pop songs. When my father hears my rock music records, he must say, "Turn it off. It is terrible!" And when I see my father watching Beijing Opera, I will switch the channel immediately. Why does the generation gap exist? Because the old generation and the young generation live in different periods. So they have different ideas about value, family, human relations, and friendship and so on. They don't have the same opinions about how to spend their lives and love others. The generation gap often causes some troubles and arguments. To makematters worse, some parents and their children quarrel with each other just because of the generation gap.We're living in a more liberal world. Everyone, old or young, has the right to do things by themselves. Parents can't always have their children obey their orders. So what can we do? We should think more for others first. In order to get rid of the misunderstandings between different generations, we can explain our thoughts to each other and discuss together. If we tell our true feelings to others', we will be found to be friendly and sincere. And the different generations can understand each other well. If we do so, this world will become full of love and sun-shine!Part Three: checking the preview homework (5min)1.What is the major problem between father and his kids in this text?---- Dad always wants to help his beloved children but the things always become worse.2.Why does this problem exist?---- Because of the generation gap.As we find from our discussion, parents and children do not often see eye to eye. When parents interfere with their children's affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father knows better.Part Four: (20min)If you are a movie lover, you will know something about the newly-released movie The Banquet,which is directed by Feng Xiaogang, and The Curse of the Golden Flower,which is directed by Zhang Yimou. These two movies are both based on famous plays. The former is revised from Hamlet. Hamlet is a masterpiece of Shakespeare. And the latter is revised from the famous Chinese play The Thunder. A play is a piece of writing performed in a theatre or on television or radio, consisting of speeches and conversations between several characters. The person who writesa play is called a playwright. Today we will learn a play. So please turn to page 67.1. A brief introduction to the elements of a play1) Can you tell what elements there should be in a play?---- There are several key elements in a play, that is to say, a play is made up of several components. Turn to Page 67 and there are three important elements we can find in this part beginning from the word CHARACTERS till the last sentence they listen as HEIDI addresses the audience(1) Character: it is the people involved in the play.How many characters are there in this play?---- 7. They are father, mother, Heidi, Diane, Sean, Restaurant manager, Mrs. Higgins(2) Setting: it is where (and when) the play takes place.How many settings are there in this play?---- three settings, including a fast-food restaurant, the Thompson family dining room, and an office at a high school.(3) stage directions: to set up stage properties in the proper place; to indicate a change in the(4) language: it is the lines and the words. It is essential to the play.(5) conflict: without it, the play just turns out to be colorless. It may be a clash of actions, ideas,desires or wills. It may happen in three forms: man against man, man against environment, man against himself. When a conflict develops to the most intensified point, it becomes a climax.(6) climax: A play’s climax is a peak of conflict that has been building since early in the play. It’s when all the major forces go into battle one last time.(7) theme: it is the main purpose of showing a play and the thing that the playwright wants to tell us. But unlike a novelist or short-story writer, a playwright can not come forward, interrupt the action, and tell the audience what he means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves, what the theme of the play is.2. Text organizationAccording to the stage directions and setting, the play can be divided into 3 parts.Scene One: Father embarrassed Sean by talking too proudly to the managerScene Two: Father embarrassed Diane by persuading a workmate into pressing his son to ask her to the prom.Scene Three: Father embarrassed Heidi by boasting to an official of her new school about how bright she was.Second PeriodScene One: (20min)Understanding questions1. What did Sean plan to do with the money he earned from his first job?---- He planed to buy a guitar.2. Why did Father make a point of coming to the restaurant?---- He knew that how important the job was to his son. Therefore, he wanted to help the boy.3. Why did Sean try to hide himself when he saw his father in the restaurant?---- He was afraid that father may do something embarrassing.4. What did Sean think of his father's unexpected visit?---- It was completely a disaster.Language points:end up:(informal) to come to be in a particular situation or state, especially when you did not plan it.end up doing sth: If you don’t know what you want, you might end up getting something you don’t want.embarrass: to make someone feel anxious, ashamed, or uncomfortable, especially in a social situation.embarrassed: A person who is embarrassed feels shy, ashamed or guilty about something. embarrassing: something that is embarrassing makes you feel shy, or ashamed. = uncomfortable, awkward.humiliate, humiliating, national humiliation,happy about: if you are happy about a situation or arrangement, you are satisfied with it.dumb:If you say something is dumb, you think that it is silly and annoying; an informal use. He’s alw ays pulling these dumb things on me: he’s always playing stupid tricks on me.fade: 1) lose color or brightness 2) disappear graduallyLanguage style:T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play, then ask another S to recreate Heidi’s words into a complete and grammatical paragraph in order to see the stylistic differences between speech and writing. In her words, most sentences are ungrammatical, incomplete and simple, which are the characteristics of the spoken language, whilethe written words are grammatical and complete.Scene Two (25min)Understanding questions1. Why did Father invite Dan Lucas to lunch?---- he wanted to help his daughter, who fell in love with the son of Lucas.2. What did Lucas promise to do?---- he promised to make his son to invite Diane to the prom.3. How did Diane react to the surprise Father has for her?---- she was really astonished to know it. She thought she had lost all of her face.Language analysis:As we can see, in her speech mother uses quite a number of do's and don't, please, dear's, and sweetheart's. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children's attitude to Father's meddling, she tries to maintain the peace, as in the instances when she maintains Father's dignity by telling the children "don't interrupt", "don't distract your father", and "give your father the respect he deserves", or when she tries to divert the conversation by talking about her dessert. Meanwhile, the children respect the mother, as shown by their frequent "yes, Mum". Therefore, we can say that we can know more things besides the meaning of the words.Third PeriodDictation: (select 2 of the Ss to come to the blackboard) (5min)Jack has got some details of the new program, but he kept us in suspense. When Lisa asked him, Jack just beat around the bush and tried to distract her attention. If Lisa insisted, he would not hesitate to stop her, left her standing there, embarrassed.Scene Three (15min)Understanding questions1. Why did Heidi change school?---- Their family moved.2. What did Father try to impress on Mrs. Higgins?---- Heidi is a bright and talented girl and eager to learn.3. Why was Heidi so eager to go to class?---- She feels embarrassed and eager to escape.Language points:exceptiona l: unusualfill out: complete by supplying required informationtalented: giftedhumiliate: make sb. feel ashamed or seem silly, esp. in publicknow better than(to do sth.): be wise or well-trained enough not to do sth.Discussion of the theme (15min)1. What does the title Father knows better mean?---- Father thinks he is more sensible and knows his own children very well and he always interfere with his children’s life. At any rate, Father should be wise enough not to do those stupid things. The children hope that their father has never done such things.2. What do you think causes the generation gap? (Students may refer to Page 79, quotations) ---- Every generation lives in a different period of the time, and they are influenced by the culture,politics, economy, etc of that time, therefore their attitudes towards the life may differ. Translation of the exceptional expressions:(8min)1. I'll do anything I can to help him through life's dangerous sea.我将竭尽所能助他驶过人生的惊涛骇浪。

上外全新版大学英语综合教程讲义-book2-unit5

Unit 5 Overcoming ObstaclesLearning Objectives:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate the narrative skills;3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities;Pre-reading task:1.Collect proverbs and quotations related with the theme of this unit.2.On the way to success, there must be many obstacles, how can one overcome them?First PeriodI. Listening Task (10m)Listen to the dialogue and try to answer the questions.A: May I help you? B: yes, I’ve come to apply for the position as a telephonist.A: how long have you been in London? B: about three months.A: Have you worked as a telephonist? B: No, but I think I can learn quickly.A: Your English is very good, I’ve noticed that, but the problem is my telephonist must have local knowledge as well.B: Is it?A: People call us not just to order meals. They often ask questions about travel, entertainment, etc.So I have to say I can’t offer you the job.B: T hat’ll right. I can try other places.Questions:1.What’s the relationship of these two persons? (interviewer and applicant)2.In which city does the dialogue take place? (London)3.What kind of job does the person what to get? Does the person get the job finally? What’s thereason? (telephonist; no; have no experience)4.Why does the telephonist need local knowledge?II. Review Task (20m)1. Proverbs and quotationsWhere there’s a will, there’s a way. (有志者事竟成。

上外全新版大学英语综合教程讲义-book1-unit1

上外全新版大学英语综合教程讲义-book1-unit1Unit One Growing UpLearning Objectives:Students will be able to:1.grasp the essence of essay and learn to write a good essay;2.appreciate the different uses of synonyms in the text and learn to avoid the monotonous use of words inwriting;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. Proverbs and Quotations1. Y outh and age will never agree. 少年和老头，永远不相投。

2. Y outh is the season of hope. 青春是希望的季节。

3. Y outh must have its fling (猛冲).年轻人要敢闯。

4. Y ou have to believe in yourself. That’s the secret of success.人必须相信自己，这是成功的秘诀。

-- Charles Chaplin, American actor -- 美国演员卓别林5. Follow your own course, and let people talk.走自己的路，让人家去说吧。

-- Dante, Italian poet --意大利诗人但丁Pre-reading task:1.How do you understand the title of T ext A－Writing For Myself?2.Why did Baker enjoy writing “The Art of Eating Spaghetti”?First PeriodPart one: Listening task (10m)Listen to the passage and answer the following questions:Next week, Max is going on a business trip. He’s going to fly to London from San Francisco. He tried to buy airplane tickets last week but the flight was full. Y esterday his travel agent called and told him there was space on the flight. He’s going to get the tickets in a mail tomorrow.Questions:1. What is Max going to do next week? (He’s going on a business trip next week.)2. Is he going to Sa n Francisco? (No, he’s going to fly to London.)3. Why could he not buy the tickets last week? (Because the flight was full.)4. Who helped him with the tickets? (His travel agent)5. Can he get his tickets today? (No, he can’t. He’s goi ng to get the ticke ts tomorrow.)Part two: Review task(20m):How to understand the title－Writing For Myself? (para5)Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”.Usually we will write the compositions in the light of all the rules given by teacher and do not dare to violate these rules. So in some sense we write the compositions for teachers. But Baker want to put down or write down the warmth and good feeling of eating spaghetti for himself, and relive and recapture the pleasure of that evening, even though Fleagle would give him a failing grade.Why did Baker enjoy writing “The Art of EatingSpaghetti”?(para3-4)Fleagle distributed a homework sheet with some simple-minded and dull topics, so Baker did nothing until the night before the essay was due. Finally Baker faced up to the unwelcome task and scanned it and chose the title The Art of Eating Spaghetti. This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table.All the good humor of Uncle Allen’s house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth.Part three: Cultural Notes (10m)1. Spaghetti（意大利式细面条）It is the Italian-style thin noodles. Unlike some Chinese noodles, it is usually served with sauce, not in soupand it will never taste pulpy (多汁的).2. What is the right way of eating spaghetti ?Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Usually you would put a fork into a plate of spaghetti, turn the fork several times so that spaghetti will wind around the fork, then place the fork into your mouth. It’s impolite to suck.3. The U.S. Grade School SystemKindergarten: under 5 years old /Chinese: under 6years old Elementary/primary school (grades 1-6): 6-11 years old/ Chinese: (greades1-6) 7-12 years oldJunior high/middle school (grades 7-8): 12-13 years old/Chinese(grades 7-9) 13-15 years oldSenior high school (grades 9-12): 14-17 years old/Chinese:(grades 10-12/13) 16-18/19 years oldCollege, institute, academy, universityPart four: The Structure of T ext A (55m)Why did not he have the dream?(para1: bored English courses, dull grammar,long assignments, lifeless paragraphs)(dream:writer)Baker Why did he have the dream?(background:para1) (because the English class was assigned to Mr.Fleagle.his description:para2 )How did he find the dream?(para3-4:Fleagle distributed students a homework sheet for an essay, Bakerchose the art of eating spaghetti.)Why did he choose the title?(para5)(rel ive…recapture…violate…)Why did he turn in the essay for himself to Fleagle?(para6:because…wait…)What Fleagle did in the class?(para6-8:classmates…) How did he feel after Fleagle’s reading the essay? (para9:delighted...)1.B aker’s dream (para1-2)What’s his dream?: a writerWhen did he have the dream?:The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t my third year in high school that the possibility took hold.Why didn’t he have the dream before the 3rd year in high school?He had been bored by everything associated with Englishcourses. He found English grammar dull and difficult. He hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.What impression did Fleagle give students?(para.2):When our class was assigned to Fleagle I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation for dullness and inability to inspire. He was formal, rigid, hopelessly out of date, excessively prim. He wore primly severe eyeglasses, prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose.The prim manner of speaking was so correct and gentle that he seemed a comic antique.2.How to realize his dream?:first (para.3), Mr. Fleagle distributed a homework sheet to write an informal essay. Baker thought them simple-mined and dull, so Baker did nothing until the night before the essay was due. Baker finally faced up to the task and chose the title: The Art of Eating Spaghetti.second(para.4), Baker recalled the happy moment of eating spaghetti.third(para.5), Baker violated all the rules of formal composition and put down the happy moments for his own joy, and decided to write another formal one for Mr. Fleagle.fourth(para.6), due to the time, Baker turned in his essay for himself. Mr. Fleagle returned everyone’s but his. So Baker prepared for a command to report to Mr. Fleagle.finally(para.7-8), Mr. Fleagle read Baker’s essay for the class. The entire clas s listened attentively and laughed not in contemptand ridicule but with open-hearted enjoyment. Even Mr. Fleagle smiled.3.Baker’s feeling after teacher’s reading(para.9)?:He was delighted at the demonstration that his words had the power to make people laugh. Teacher gave him the highest appreciation about his essay: this is the essence of the essay. He discovered his calling─writing. Part five: homework (5m) According to the below descriptive words and expressions about a person and try to use them to describe your classmates or a person you are familiar with.(Serious/easy-going, formal/informal, wavy or straight hair, pointed or plat jaw or nose, humorous or not, outdated or modern c lothes…)Second PeriodPart one: review task(10m) (ask one or two students to describe a person)Suggested answer:My English teacher is a lady. She has the long and wavy hair, very beautiful. And she has a pointed jaw and a pointed nose. She always wears the clothes in fashion. Her manner of speaking is very gentle and humorous. What’s more, she treats us very well. She is an easy-going teacher and talks to us with smiles on her face. We all like her.Part two: True or False Questions (20m)1. Baker had an idea of becoming a writer at his eleventh grade. (F) The idea of becoming a writer began from his childhood, but it didn’t take hold until to his high school.2. Baker was bored at writing because he had no friends at school. (F) He was bored by everything associated with English course, including grammar and English writing assignments.3. Mr. Fleagle was a dull person only because of his appearance. (F) He had a bad reputation for dullness and inability to inspire, his manners also suggested a dull impression.4. Baker felt no interest in the topic of essay at first.5. Baker had fond memory of eating spaghetti with his family members.6. Bake wrote an essay for his own pleasure.7. Baker didn’t like to compose another essay for Mr. Fleagle. (F) No, he attempted to, but he had no time.8. Baker was praised for his essay because he knew the essence of writing.9. Everybody in the class laughed at Baker’s w riting. (F) No, they were amused at his fancy writing, and laughed heartily.10. Mr. Fleagle encouraged Baker to write by giving him a gift. (F) He praised and encouraged him by saying the last words to him.Part three: analysis of essay writing (40m)1. According to Baker’s essay: The Art of Eating Spaghetti, talk about the essence of the essay. Whatis essay? How to write essay?According to Baker’s essay, we know that a good essay is the reflection of writer’s true feelings not the repetion of all the rules of formal composition. Writer writes simply for his own joy and pleasure not for teachers, recapt ure and relive the author’s true feelings. So the essence of good essay is to write that one enjoys writing about. This is what the title Writing For Myself means. This is the essence of essay. (see para.5)2. Analysis of writing skills of essayAccording to Text A, the essay is, in a sense, an account of what once happened to you in your life. Writing of this kindusually takes the form of narration with some facts and arguments and some expressions of the author’s feelings. TextA is written according to time clues.2.1 Look for some arguments and supporting details for Baker to support his opinions, and paraphrase these arguments.Argument 1 (para1)The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t unt il my third year in high school that the possibility took hold. (I was bored by everything connected with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.)Argument 2 (para2)When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. (He had a reputation among students for dullness and not arousing st udents’ inspiration. He was said to be formal, rigid, and out of fashion/outdated. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.) Argument 3 (para4)This title produced an extraordinary sequence of mental images. (Vivid memories came flooding back of a night in Belleville. We were seated around the supper table, we argue about the socially respectable method for eating spaghetti, we laughed cheerly.)2.2 Ask students to look for some sentences for Baker to express his feelings and translate these sentences into Chinese.－Until then I’d been bored by everything associated with English courses. (para1)－I prepared for an unfruitful year with Mr.Fleagle and for a long time was not disappointed(desperate ). (para3)－suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for muself. I wanted to relive the pleasure of that evening. T o write it as I wanted, however, would violate all the rules of formal composition I’d learned in school.(para5)－I did my best to avoid showing pleasure, but what I was feelling was pure delight at this demonstration that my words had the power to make people laugh.(para9)2.3 Ask students to look for the time clues in text A and retell the storysuggested answer:Since my childhood in Belleville I haven’t dreamed becoming a writer, until my third year in high school the possibility of the idea took hold. Until then I was bored by everything related to English classes. When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Late in the year we tackled the informal essay, Fleagle assigned an essay to us. Until the night before the essay was due I did nothing, but I finally faced up to the unwelcome task. When I finished writing the essay, the night was half gone and there was no time left to compose a proper and respectable essay for Fleagle. Next morning I had to turn in my tale. T wo days passed Fleagle returned everyone’s but mine. When I saw him lift my paper from his desk and knock for the class’s attention I was preparing myself for a command to report to him immediately after school for discipline. When Mr. Fleagle finished, he said that this is theessence of the essay. Congratulations on your writing, Mr. Baker.Part four: Useful Expressions(15m)Translate the below useful expressions into English(teacher tell students these Chinese expressions and let students find the English expressions from the T ext A)!1. 断断续续(off and on)2. 对…感到腻味(be bored by ...)3. 觉得…枯燥难懂(find ... dull and difficult)4. 以…而出名(have a reputation for...)5. 据说某人…(sb. be said to be ...)6. 拘谨刻板，落后于时代(formal, rigid and out-of-date)7. 随笔小品文(an informal essay)8. 躺在沙发上(lie on a sofa)9. 不得不面对…(face up to ...)10. 围坐在晚餐桌旁(be seated around the supper table) 11. …重现在我脑海中(... reawake in my mind)12. 自得其乐(for my own joy) 13. 违反规定(violate the rules)14. 不及格分(a failing grade) 15. 别无选择，只好做…(There is no choice but to do...)16. 更不可思议的是(what’s more) 17. 专心听讲(listen attentively)18. 乐乎乎地开怀大笑(laugh with open-hearted enjoyment) 19. 心花怒放(pure delight)20. 最后的时刻(at the eleventh hour)Part five: homework(5m)1.Find out the synonymous words and phrases from T ext Afor the words and phrases below.dull (L. 4): bored, lifeless, cheerless, tedious turn out (L. 5): compose, put downanticipate (L. 8): prepare for formal (L.10): rigid, prim, correct, proper, respectablerecapture (L. 35): relive contempt (L. 52): ridicule2. Preview T ext B and try to find out the answers to thefollowing questions:1. Who was Mr. Ballou? What was the author’s impression of Mr. Ballou at first? What did the author find about Mr. Ballou later?2. What was the attitude of the author towards reading books before he went into Mr. Ballou’s house? Did t he author’s attitude towards reading changed later?3. How did the author like what Mr. Ballou had given to him?4. What’s the conclusion of thi s author?Third PeriodPart one: review task : task 1 (task 2 will be handled when the structure of T ext B is analyzed) (10m) Part two: Error Correction (15m)Directions: Look carefully at the passage and correct the mistakes. And then underline the words and phrases you’ve just learned.The sight of the picture always associated me to(with) my childhood. Life in school was tideous(tedious) and dull.Discipline(disciplines) from the rigid teachers were unavoidable for any violation out of(of) their commands. However(what’s more), nothing could inspire us to face up with(face up to) the hopless(hopeless) life.Part three(20m): Group Discussion1. What do you learn from the story?(No matter what difficulties we encounter in the future, we should face up to them and try our best to conquer them. We should learn from Baker to dare to write a good essay for his own joy not for Fleagle, that is to say, we should dare to challenge the rules of formal compositions not only obey them, we should learn his spirit to challenge authority. We should believe in ourabilities to deal with the difficult problems just as Baker wrote a good essay by himself and got teacher’s appreciation finally. ) 2．Is there any unforgettable experience during your growing up? What is it? Why? How do you succeed and how do you overcome you failures?We all hope we will experience all the good things in life, such as the happiness of realizing our dreams, the joy of feeling worthwhile, and the satisfaction of knowing we’ve succeeded. Indeed, we cannot always hope to embrace success and never accept failure. And most importantly, only if we learn from many a failure can we do things better and finally overcome such a bad feeling as frustration. It is the part ou our life experience. In our process of growing up, we may inevitably experience it when confronted with situations that don’t come up to our expectations. It is a test of our courage when it befalls us. If we let it controls us, we may fall into sadness. But if we conquer it, it will become our source of inspiration, we may ultimately enjoy the glory of success.3. Summary of text AAs students when we are writing we are often told to keep our readers and teachers in mind, to shape what we say to fit their tastes and interests. So Baker is very confused and does not know how to finish an essay when Mr. Fleagle distributed a homework sheet offering a choice of topics. But there is one reader in particular who should not be forgotten, that is the writer himself. Baker discovered this point. And finally finished the essay writing by putting down the happy memories for himself and obtained the teacher and classmates’ appreciation.Part four: Structure of Text B( 40m)I. Structural Chart of T ext B:II. Questions that could guide the students to understand the structure of T ext B.1. When did the story take place? What did the author do at that time?This story took place when he was fourteen. He was a student who cut lawns for other people as a summer job to earn money.2. When did the narrator wrote this essay? What did the narrator do when he wrote this essay?Thirty years later. He became an anthropologist at Dartmouth College.3. Who was Mr. Ballou? What was the author’s impression of Mr. Ballou at first?He was one of the neighbors of the author who never paid the author for cutting lawns at all. The author thought that Mr. Ballou was poor but polite at first.(Para.2 “ Mr. Ballou fell into the last category, and he always had a reason why. On one day he had no change for a fifty, on another he was flat out of checks, on another, he was simply out when I knocked on his door.” “I figured him for a thin retiremen t check.” “Grass was grass, and the little that Mr.Ballou’s property comprised didn’t take long to trim.”(Poor) Para.2 “ …always waving or tipping his hat when he’d see me from a distance…” (Polite))4. What did the author find about Mr. Ballou later?Later, the author found that Mr. Ballou was rich in books and experienced in reading.(Para.7 “…I saw that books were stacked everywhe re. It was like a library…”(rich in books)Para.8 “ This is nothing…a second time.” (experienced in reading))5. What was the attitude of the author towards reading books before he went into Mr. Ballou’s house?He just read what was in front of him, i.e. he just read randomly for entertainment, and he even didn’t know what were his favorites, none of the books or magazines he read before had any impressions on his memories. (Para. 9 “ I generally read what was in front of me, what I could get from the paperback stack at the drugstore, what I found at the library,magazines, the back of cereal boxes, comics. The idea of consciously seeking out a special title was new to me, but, I realized, not without appeal…”)6. Did the author’s attitude towards reading ch anged later? When?Y es, his attitude towards reading changed later. In the evening of the day on which he got the book t itled “ The Last of the Just” from Mr. Ballou, he began to read seriously and absorbedly, this book attracted him and impressed him deeply.(Para.16 “ Within a few pages, the yard, the summer, disappeared, and I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil.”Para.17 “ To this day, thirty years later, I vividly remember the experience. It was my first voluntary encounter with world literature, and I was stunned by the concentra ted power a novel could contain.”)7. Had Mr. Ballou ever paid a cent to the author? What did he give to the author instead? How did the author like what Mr. Ballou had given to him?Mr. Ballou had never paid a cent to the author; he just gave some books to the author as the down payment. The author thought that what Mr. Ballou had given to him was of great value, because he became an anthropology professor later due to these books.(Para20. “ To make two long stories short, Mr. Ballou never paid me a cent for cutting his grass that year or the next, but for fifteen years I taught anthropology at Dartmouth College.8. What’s the conc lusion of this author?Reading was not the innocent entertainment, and a rightbook will change the course of your life.(P ara. 20 “Summer reading was not the innocent entertainment I had assumed it to be, not a light hearted, instantly forgettable escape in a hammock (though I have since enjoyed many of those, too). A book, if it arrives before you …all that follows.”)Part five: Homework(5m)Ask the students to rewrite this essay in their own words, and encourage them to try to use the following wordsin their writings: comprise, motion, clash, represent, decent, evil, voluntary, assume. (120 words).Fourth periodPart one: review task(15m)Suggested answer:When I was fourteen, I earned money in the summer by cutting lawns. Mr. Ballou was one of my neighbors who never paid me at all. But I didn’t mind because the little that his property comprised didn’t take long to trim. O ne day, he motioned me to come into his house, and I saw that books were stacke d everywhere. Mr. Ballou encouraged me to choose some books to read, but I didn’t know what I want at all. So, Mr. Ballou helped to choose one book for me through a careful consideration. I started after supper. Within a few pages, I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil. It was my first voluntary encounter with world literature, and I was stunned by the concentrated power a novel could contain. Summer reading was not the innocent entertainment I had assumed it to be; a book, if it arrives before you at the right moment, will change the course of all that follows.Part two: Paraphrase and Translate the Following Sentences (35m)1.I got to know people by the flowers they planted that I had to remember not to cut down, by the things theylost in the grass or stuck in the ground on purpose.Paraphrase: My customers would plant some flowers on their lawns, and I had to remember not to cut down these flowers. Or sometimes they would lose or stick some things in the ground intentionally, and these details had helped me to get to know them gradually.客户们种植的花卉我得记住不能剪去，他们有时会将东西遗落在草地上或故意插在地里，通过这些我逐渐认识了他们。

上外全新版大学英语综合教程讲义-book2-unit1

Unit One Ways of LearningTeaching Objectives of this Unit:Students will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese andthe 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 to compareand 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 thisunit.Previewing Tasks:T asks Ss to:1.get familiar with the following important words and expressions in Text A, which will enablethem to understand the text better: attach, initial, occasion, neglect, relevant, accomplish, in due course, make up for, continual, evolve, emerge, superior;2.pre-read Text A and try to find out the differences in education between China and America. Ssare also encouraged to collect more information on this issue from some after-class materials; 3.finish the comprehension questions for text organization on p. 10 of the textbook.First Period（90minutes）I. Cultural Notes:(1) Middle-class American: the old urban middle class consisted mainly of white collar workers and owners of the family businesses and their employees. They focused the majority of the middle class before 1945. The new middle class emerged out of the ashes of wartime destruction and consisted of salaried workers, blue collar, white collar, store clerks, shop keepers, regardless of the line of business they were in, all joined the ranks of the new middle-class which is between the very wealthy class and the class of unskilled laborers and unemployed people.(2) Standing on the shoulders of giants: a well-known phrase frequently employed by inventors to express 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.II. A discussion for leading to Text A:1. If you find a two-year-old boy is trying to put a key into a box, will you help him immediately?---- Of course. He is too small to know how to do it---- No. let him do it and learn by trying.2.Can you recall how your parents taught you in your childhood? Did they like to teach you by holding your hand?---- (stories in their childhood)----Yes, I like it. I knew nothing as a little child and their help could give me a convenient way to achieve what I wanted.---- No, I don’t like it. Doing by myself could help me to grasp the things tightly.3. Which way did you prefer when you were in trouble with one of your toys in your childhood, turning to your parents for help, or exploring by yourselves?---- turning to my parents for help, because I was too young to know how to manage it.---- exploring by myself, like Kevin in Home Alone.4.Can you list some features of education in China based on the above discussions? Can youIn a broad sense, education is a kind of cultural phenomenon. Therefore, when we compare Sino-American education systems, it is indispensable to investigate the two cultures first, for it is the different cultures that lead to the differences in education. Knowing that, on the one hand, the core of Chinese education, though in varied forms, is given to the accumulation of knowledge and the construction of learning system and the aim of education is in molding, while on the American side, priority is given to fostering student’s ability to make practical application of knowledge learnt and boldness in innovations, creativity, originality, and the aim of its education is in perfection of his/her personality for the future happiness, you’ll find it is not hard to understand such common occurrences in text A or in daily life as why many Chinese staff would like to assist Benjamin to insert the key into the slot.III. Text Organization (exercise on P. 10):An 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. This text is no exception:Part one: (Para.1—5) Topic introduced by an anecdote of teaching a child to insert a key into a slot. Part two: (Para.6—12) The differences in education between China and America.Point 1: Two different ways to learn to accomplish a task (Para.6—10)Point 2: Two different attitudes to creativity and skills (Para 11—12)Part three: (Para. 13—14) Conclusion: The author suggests that we might strike a better balance between the two contrary ways of education.(Teachers can draw the following chart on the blackboard to help the students be clear of the structure of Text A :)Chinese way↗↘Incident →→→difference in education →→→ conclusion↘American way ↗IV. Study in detail:Part one (Para. 1-5):1.Skimming: T asks Ss to skim this part and then answer the following questions:① Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)② Who are the main characters in this incident? (The author, his wife Ellen, their son Benjamin and the hotel staff)③ What is the attitude of the author and his wife towards Benjamin’s efforts in inserting the key into the slot? (They let him explore and enjoy himself)④ 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)2. Language points in this part:1) reflect on: think deeply about, remind oneself of, considerI need time to reflect on your offer.2) attach: fasten or joinThe porter attached a label to my suitcase.She was strongly attached to her home.3)…to position the key just so:to position the key carefully to fit into the narrow key slot4) not in the least: not at allAnn didn't seem in the least concerned about her study5) on occasion: now and thenSteve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.6) relevant: directly connected with the subject (followed by to, opposite irrelevant)Be related to / be associated with / be connected with / be concerned with7）assist: help (used in the pattern: assist sb. to do sth. , assist sb. with sth. )The head teacher’s deputy assists with many of his duties.3. T tells Ss that there are many ways of introducing a topic: ① to state the topic directly; ② to introduce the topic by posing a question (e.g. Text A, Unit 6, Book1: What Animals Really Think?);③to begin by quoting newspaper headlines (e.g. Text B, Unit 3, Book 1: How to Make Sense out of Science); ④an anecdote or an incident is used. Ss should decide which way is adopted by Howard Gardner, and T should drive home to them the very important point that they should learn to vary their own writing by adopting various types of topic introduction.V. Assignments:1. read the left two parts of text A in detail, pick out the sentences that can not easily understand.2. finish exercise 2 on P. 11, so as to get a better understanding of the differences in approaches to learning between the Chinese and Americans.Second Period (90minutes)I. Dictation:In a broad sense, education is a kind of cultural phenomenon. Therefore, when we compare Sino-America education systems, it is necessary to investigate the two cultures first, for it is the different cultures that lead to the difference in education. The Chinese give great priority to showing a child how to accomplish a task; In contrast, the Americans attach much importance to fostering students’ ability to make practical application of the knowledge and to encouraging them to be bold in innovation, creativity and originality.II. Part two:1. T asks Ss to scan this part quickly and then try to figure out the structure of this part:Para. 6-7: different explanations of the Chinese and the Americans for helping the children(Chinese: accomplish the task sooner, and they can proceed to more complex activities; Americans: self-reliance is a principle value of child rearing in middle-class American.)Para. 8-10: two different ways to learn.Para. 11-12: two different attitudes towards creativity and skills.2. T guides Ss to further discuss the differences in detail (check of assignment No.2):In this part, the author just gives his own thoughts on different approaches to leaning in China and the West based on the anecdote mentioned in the first part. Ss are supposed to sum up the differences in approaches to learning between the Chinese and Americans, including the two different ways to learn and two different attitudes towards creativity and skills as suggested by thecontrast (a comparison brings out the similarities between two or more things of the same kind, while a contrast the differences between them).3. T further explains to Ss that there are generally two ways to organize comparison and contrast in essays. One way is to examine one subject thoroughly and then start the other (one-side-at-a-time method), and the other way is to examine two subjects at the same time, discussing them point by point (point-by-point method). Then T asks Ss to scan Para. 6-7 and Para.11-13 respectively and decide what method of comparison and contrast are used here (one-side-at-a-time method for Para. 6-7 and point-by-point method for Para.11-13).4. Language points in this part:1) accomplish: manage to do (sth.)Unless you practice you’ll accomplish nothing.2) continual: describing separate actions which are repeated over a period of time.Recently the young couple have continual arguments with each other for trifles.continuous: indicating that an action carries on without stopping or interruptionA continuous beach is exposed to the beating of continual waves.3) apply: ① be relevant; have an effect ( used in the pattern apply to sb/sth)The principle of diligence applies to all undergoing② 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.)4) evolve: (cause to) develop gradually ;( used in the pattern evolve into, evolve from)The story evolves into a tragedy.Popular music evolves from folk songs.5) emerge: come out (followed by from)Emergence, n.出现emergency, n. 紧急情况，不测事件，非常时刻6) Sentences:① He may well get frustrated and angry. (line 39)may或might与well连用，表示有充分的理由，完全（能），（满）可以。

上外全新版大学英语综合教程讲义-book1-unit2.doc

UNIT 2First PeriodPreview task:Read text B and try to understand what the true friends are.Pre-Reading1. Questions and AnswersQ(1)What is a fair weather friend?A(1) A fair weather friend is one who is happy to stay with you when things are going well but leaves as soon as trouble arrives.Q(2)How can friend and friendship be defined?Friends(A):A friend is one to whom one may pour out all the contents of one’s heart, chaff（谷壳）and grain together, knowing that gentle hands will take and sift (筛，过滤) them, keep what is worth keeping, and with a breath of kindness, blow the rest away.---------- George Eliot (1819~1880), English novelist(B):A friend is a person with whom I may be sincere. Before him, I may think aloud.- --------- Ralph Waldo Emerson (1803~1882), American poet and philosopher(C):A true friend is one who overlooks your failures and tolerates your successes.----------- Doug Larson (1902~1981), English middle-distance runnerFriendship(A):True friendship is like sound health; the value of it is seldom known until it is lost.---------- Charles Caleb Colton (1780~1832), English author and clergyman(B):Friendship is a ship big enough to carry two in fair weather, but only one in foul（天气恶劣的）.--------- Ambrose Bierce (1842~1914), American author and journalist, from The Devil’s Dictionary(C):Friendship is a treasure that always helps us overcome any kind of difficulty.Friendship is a comfort which always understands worries and emotions.Friendship is a blessing because it teaches the way to live.------------ UnknownQ(3)Can you give some examples of great friendship?Marx and EnglesMarx valued Engels’ friendship so highly that he once said he loved and admired his friend very much. Engels had been aiding Marx who suffered greatly from bitter poverty. Were it not for the help Marx obtained from Engels, Marx would hardly have been able to overcome poverty and he surely would not have left behind him a monument.W ord W ebThe stories in this unit are about friendship. Write down five words which you would use if you were writing a poem on this subject.durable long-standing enduring lifelong genuine help generous everlasting intimate close warm trust perpetualWhile-readingAs for “friend” or “friendship”, a sentence may occur to us --- “A friend in need is a friend indeed.” It tells us the real meaning of “friendship” and the reason why it has always been the theme of some great writers and some art works. The stories between real friends often made us moved deeply, and at the same time, almost all of us long for truehearted friendship. Text B is a story about the genuine friendship between two old men, and what happened to them in this text made us ponder over the problem that what we will do when our friends get in trouble.Text B Never Let A Friend DownPart 1. ask the student to read the text and get information about the main charactersBill : 79- year-old, thin but strong, look far younger than his age, now he was living by himself 12 miles east of the town and he scraped a living hunting foxes and rabbitsRoyce: 59-year-old, had a bad leg and walked with difficulty, helped run the Wedding family’s farmBill and Royce had been best of friends for 30 years, ever since the days when they traveled together fromfarm to farm in search of work.. Bill caught up with Royce once a fortnight.This narrative mainly gives us an account of how a pair of best friends survived a fire disaster.Once Bill helped Royce burn off the weeds on one of his fields. Unfortunately, they ran into a big trouble.Part 2. assign the students to describe the danger they face (para5-9)After setting a fire to the weeds, they were in danger: Royce’s car plowed into a hidden bank of sand and the fire headed directly toward them. After a while, they were surrounded by flames. At this crucial time, Royce was found pinned against the steering wheel.Part 3. How did they survive a fire disaster?(Para 10-12 is about the detail of what Bill did for his friend.)Bill never let a friend down, dragging Royce away from the burning c ar as hard as he could. To save Royce’s life, Bill went out of his way of getting help from his home. The twin pillars of character--- never give up no matter how bad the odds and never let friend down--- determined him to save his friend’s life. At last t hey made it.Part 4. the result( after the accident)They survived this accident but Both of them were injured seriously. Tell sth about their injuries. (para13-14) Royce’s stomach and left hip were covered in deep burns. His fingers were burned completely out of shape.Bill was in equally bad shape. Pieces of blackened flesh and skin hung from his forearms, hands and legs.Bill was presented with the Bravery Medal at Government House, but his best reward came when he was praised by his friend Royce.Homework:(1).Q: Choose some sentences from the text and retell this accident. (ask students one by one to finish this task.) A: (L.14) Soon they were bumping over a sandy track to the weed-choked 120-acre field.(L.17) Bill soaked the tire with gasoline, then he put a match to it and jumped in the car.(L.22) The breeze suddenly swung around to their backs and began to gather strength.(L.24) “Let’s get out of here!” Royce said.(L.21&25) But the car plowed into a hidden bank of sand, and they couldn’t back it out of the sand bank.(L.28.) The gasoline tank exploded.(L.30) (After the explosion,) Royce was pinned against the steering wheel and unable to move.(L.32) Bill was breathless and unable to move, too.(2). preview the text A and try to get the main ideaSecond period:Part5.Assign the student to retell the storyPart6. Detailed explanation of text B:(1) Attentions to the vivid description of the fireFanned to the white heat, the fire line suddenly burst into a wall of flame, heading directly towards them.The fire bit at Bill’s arms, face and legs, but he…………..The car was eaten by flames.……………….(2)Attentions to the verbs in the textThe car pitched violently forward, plowing into a hidden bank of sandPara 8, 9 and 15As soon as he had dragged him away he patted out the flames…………………….(3) Important sentences:L.27 Suddenly the fire was on them. Bill pushed open his door only to find himself flung through the air as, with a roar, the gasoline tank exploded and the car leapt three feet off the ground.①only to find only + 动词不定式，表示一种出乎意料的结果②find oneself + 现在分词/过去分词表示不知不觉地发现自己在做某事③with a roarL.55. A lifetime spent around the tough people (who make their home in the Australian bush) had permanently fixed into Bill’s soul two principles: never give up [no matter how bad the odds] and never let [a friend] down.①A lifetime had fixed two principles into Bill’s soul.② no matter how bad the odds③ never give up no matter how bad the odds and never let a friend down④ a lifetime (that was) spent around the tough people⑤ people who make their home in the Australian bush⑥一辈子与居住在澳大利亚灌木地带的那些刚强的硬汉一起生活的人生经历，将两条准则永久地铭刻在比尔心头：无论多么艰难，决不泄气，决不抛弃朋友。

上外全新版大学英语综合教程讲义-book4-unit3-Job-Interview

上外全新版大学英语综合教程讲义-b o o k4-u n i t3-J o b-I n t e r v i e w-CAL-FENGHAI.-(YICAI)-Company One1College English----Integrated Course 4Unit Three Job InterviewPreview assignment:1.Try to find some information about job interview from internet, books, others or your personalexperience.2. Preview the following words and expressions in text A:interview; prospective; endeavor; employment; generously; incidentally; courteous; blurt; pry;(as) the saying goes; do one’s homework ; make a difference; in the neighborhood of; from one’s/the standpoint(of); as I see it; take a crackTeaching objectives:Students will be able to:1.grasp the main idea (Everyone should make his or her own tracks in whatever he or she does)and structure of the text;2.appreciate the expository skills demonstrated in the text (begin an essay with a personal story),and realize the importance of the use of examples in illustrating one’s points;3.master the key language points in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.The first two periodsI. Introduction to the unit:No matter where you went to school, no matter what your GPA is, no matter how much experience you have, no matter who you know---if you aren’t able to interview successfully, you won’t get the job. So job interview is very important. In this unit we will learn how to do this effectively. Let’s see what the author said in text A from the perspective of an interviewer and what the young girl did in text B as an interviewee.II. Check the previewing result:Ask students to use the key words and phrases to make sentences.III．Group DiscussionBefore we study text A, first let’s have a group discussion. Imagine that you are an applicant, try to brainstorm how to prepare for a job interview and discuss with your partners. In the end, you are supposed to recommend several classmates to present your ideas to the whole class.Suggested answers:Know the exact place and time of the interview, the interviewer’s full name, the correctpronunciation and his or her title.Learn pertinent facts about the company such as annual sales revenue, principal lines ofbusiness and locations.Find out why the hiring manager and/or client representative is interested in yourqualifications.Determine how the opportunity will impact your immediate and long-term careerdevelopment.An interview is a “two-way street”. Know what questions to ask during the interview. Your questions allow the hiring manager to evaluate your professional and personal needs.Insightful questions help both of you determine if your relationship will be mutuallyrewarding. Lastly, the better you understand the opportunity, the more you will be able to communicate your interest in the position.Put your best foot forward. Always wear proper attire and greet your interviewer with afirm handshake and an enthusiastic smile.Teacher sums up and leads into the text by saying: from the discussion we can see you have some idea about job interview. They are good for your future job interview. Next let’s study text A and see what the author says about the keys to job interview from the perspective of an employer and interviewer.IV. Cultural notes:1.Michael Jordan (Para 12) (1963- ): American professional basketball player, considered bymany to be the greatest player in basketball history. The 6 ft 6 in (198 cm) shooting guard first became known as an explosive individual scorer, but as he matured as a player he adopted a more team oriented approach to the game. Jordan led the Chicago Bulls to six NationalBasketball Association (NBA) championships (1991-1993, 1996-1998). His widespread appeal to fans has helped keep basketball one of the world’s popular spectator sports.2.John Michael Landy (Para 18) (1930- ): Australian athlete, and the second runner, afterEngland’s Sir Roger Bannister, to break the four-minute mile. He did so in 3 minutes 58seconds in 1954, two months after Bannister set his mark.3.Sir Roger Bannister (Para 18) (1929-4. ):British physician and the first athlete in history to run a mile in less than 4 min. Born inHarrow, England, he was educated at the University of Oxford and at Saint Mary’s Hospital Medical school. At a meet in Oxford on May 6, 1954, Bannister ran the mile in 3 min 59.4 sec, establishing a world record. This was bettered less than two months later by the Australasian athlete John Landy, who set a record of 3 min 58 sec. Banninster defeated Landy in a mile race held at Vancouver, Canada, in August 1954. Although neither set a record, both men again ran the mile in less than 4 min. Banninster retired from athletic competition in December 1954 to practice medicine. He wrote an autobiography, Four Minute Mile, published in 1955, and was knighted in 1975.5.The New York Marathon (Para 19): in the fall, the largest running event in the U.S., annuallyattracting 30,000 or more entrants in a race through the five boroughs.V. Writing strategy:1. Beginning an essay with a personal story1) Read quickly through the Writing Strategy part in Unit 4, which is on ways to begin anessay, then look at the beginning of Text A of this unit, and decide what method is usedhere to introduce the topic.T here are usually five ways to begin an essay: using a quotation, stating the time and place of the event to be described, providing relevant background information, and giving a surprising or interesting fact.T ext A of this unit starts with a personal story, which could also be very appealing to readers. Personal experiences sound real. They can also narrow the distance between the author and the reader.2) Look at the four pieces of advice offered by the author, and decide what ways are used tobegin each of them.The author offers four keys to getting hired. All are instructive yet each is begun in a waydifferent from the rest stylistically. Let’s have a closer look at them one by one.Key 1 starts with a quotation–“If you miss one day of practice, you notice the difference,”the saying goes among musicians. “If you miss two days of practice, the critics notice thedifference. If you miss three days of practice, the audience notices the difference.”Key 2 starts with a surprising fact–“Recently I played a doubles tennis match paired with a 90-year-old.”Key 3 begins with a question—“Do you remember the four-minute mile?”Key 4 begins with a personal opinion–“In my opinion, the majority of New York cabdrivers are unfriendly, if not downright rude. Most of the cabs are filthy, and almost all of themsport an impenetrable, bulletproof partition”.All this makes the article more appealing to the readers.2. The use of examples in illustrating one’s pointsSuggestions without examples are dry and hard to understand; suggestions with examples are comparable to bones covered with flesh. In this text the author supports his suggestions about job application with a number of examples. Read the text quickly and try to find the supporting examples the author uses:Suggestions Examples1. Prepare to win 1. Michael Jordan2. Never stop learning 2. a 90-year-old tennis player3. Believe in yourself, even 3. the 4-minute mile, the New York Marathonwhen no one else does and the Vietnam veteran4. Find a way to make a difference 4. a New York cabdriverVI. Assignment:1. Do the exercises after text A in vocabulary I, II and III.2. Read the text and try to get the main idea and the structure of the text.The second two periods:I. Check on the exercises on vocabulary I, II and III.II. Text structurePart I (paras1-6): A recent college graduate failed to answer the questions at aninterview because of lack of preparation.Part II (paras7-27): Four pieces of advice on being a successful interviewee.1. Prepare to win2. Never stop learning3. Believe in yourself, even when no one else does4. Find a way to make a differencePart III (paras28-31): Everyone should make his or her own tracks in whatever he or shedoes.III. Detailed study of the textComprehension questions1.What is the writer according to what he says at the beginning of the text?-----A company owner.2.What kind of answers did he get from the college gradate who wanted a job?----- The answers he got from the applicant were mostly “No”.3.What conclusion did the writer draw from the young applicant’s answers?4.-----Since the answer to every question was the same: no, so the writer concluded from all these that this applicants are quite not suitable for this job.5.What is the first suggestion the writer gives to job applicants?-----To prepare themselves well for the jobs6.What changes have taken place with employees since the writer’s college days?7.------They have to face more challenge than before.8.What example does the writer use in support of his second suggestion?------A 90-year-old tennis player.9.What’s the writer’s third suggestion mainly concerned with?10.-------Believe in yourself, even when no one else does.11.Why does the writer talk about the cabs in New York when he gives the forth suggestion?12.-------He just wanted to give the readers a living proof that you can always shift the odds in your favor.13.What was it about the cabdriver that particularly impressed the writer-------His attitudes towards the customers.14.What made the writer travel with his mentor Curt Carlson’s jet and what happened on theday of departure?15.------The author had to get to a meeting and his friend Curt offered him a ride, and it happened to be a day the city was hit by the worst snowstorms in years.16.Why was Curt Carlson so happy when they were taxiing down the runway?------He was happy to be the first.12. What point does the writer want to make by talking about his mentor, Curt Carlson?------To be optimistic whenever you meet whatever kind of trouble.IV. Explain some important language points in the text.1. grill: (infml.) question intensely; cook under or over direct heatcollocation: grill sb. (about/on sth.)e.g.: Tom was grilled by customs officers for several hours.The senior detective grilled the young suspect about the robbery case.We could grill the chops on the barbecue.2. follow up: take additional steps to further (a previous action)collocation: follow up withe.g.: If you make a hotel booking by phone, follow it up with written confirmation.We are worried that terrorists will follow up their threats with bomb attacks.3. (as) the saying goes: used to introduce a particular phrase that people often saye.g.: As an old English saying goes, “If you want to live and thrive, let a spider run alive”As the saying goes, “He who laughs last laughs longest.”4. incidentally: by the way (used when adding more information to what was said before, or whenyou want to talk about sth. else you have just thought of .)e.g.: Incidentally, this wine goes particularly well with cheese.Incidentally, if you want to see her again, let me know.5. take/have a crack (at): try to do (sth.)e.g.: They have decided to have a crack at the doubles championship.I would like to take a crack at the Olympic title again before I retire.6. pry: try to look into private facts about a personcollocation: pry into sth.e.g.: We don’t want people prying into our affairs.Some reports like to pry into film stars’ private life.7. beyond anyone’s\one’s wildest dreams: more than anyone\one can ever imaginee.g.: Ten years ago it was beyond my wildest dreams that I could afford a car.Scientists have made an invention which is to change our lives beyond our wildest dreams.8. from one’s\the standpoint (of): from one’s\the viewpoint(of)e.g.: From a human standpoint, all of the world’s physical resources are in finite supply.V. Teacher sums up the whole story and assigns:1. Make your own comments on the four tips and try to discuss their importance to your life with your classmates. If possible, apply them in your life and try to see whether they can promote your relationship with your peers and contribute to your success.2. Finish off the rest exercises after text A.3. Preview the important words and phrases in text B:excerpt; foundation; get in; occupy; dictate; quiver; intricate; took away; came at; outer;administration; benign; take onThe third two periods:I. Dictation:1. prepare for the interview2. grill sb. in a mock interview3. be right for the job4. follow up the interview with another letter5. call on a perspective customer6. work on one’s weakness7. living proof8. shift the odds in one’s favor9. sparkle with excitement10. make one’s track in the snowII. Checks on the assignment:1.Teacher guides students through some exercises.2.Ask several students to make sentences with the words and phrases.Then come to text B:Text B A Mortal FlowerIII. Introduction to text B:In Text A we have learned how to prepare for a job interview. As all of us see, the 4 tips the author gives us are very useful. Now in Text B, we will see what a young girl did before and in a job interview in the autobiographic story of famous Chinese writer Han Suyin.IV. Role play:The teacher asks some students to perform a job interview and then asks the rest students to comment on the performance.Now let’s make some role play on the topic of job interview. Form some pairs, one acts as the interviewee and the other acts as the interviewer. Try to make the play vivid and constructive. There are some situations from which you can choose one:The interview for the job vacancy: 1. English teacher2. waiter in a restaurant3. librarian4. lab helper5. babysitterYou can use the questions put forward by the author of text A in the job interview at the beginning of the text. And you can also use your own questions on such information as the following: working experience; education; qualifications; employment objectives; professional interests; references.Comment on the performance:Did the interviewees follow the tips of the author of text A ExamplesV. Assignment:1. Read the text carefully and try to catch the detailed information about the girl’s preparation for and the performance in the job interview.2. Do the exercises after text B.The forth two periods:I. Check the assignment:Ask some students to do the exercises after text B.II. Detailed study of the textComprehension questions:1.Why were the author’s parents not confident of her success when she wrote for the job?2.------They thought she lacked connections.3.Why did the author want to get the job4.------To support herself in her education.5.What did the author do to disguise her age?------She applied makeup.4. How did the author feel at the interview------Nervous.5. What did the author impress deeply on the Comptroller------Good English.The teacher sums up the story and relates it to text A:In Text A we have learned how to prepare for a job interview. As all of us see, the 4 tips the author gave us are very useful. In Text B, we have learned what the young girl did before and in a job interview. Now consider the question:Did the girl in text B fulfill the requirements of the four tips in text A?------Yes, she fulfilled the requirements of the first and the third tips:a. Prepare to win. Though she was young, she wrote good English, better than all the otherapplication letters, which impressed the employer and won a chance of interview.b. Believe in yourself, even when no one else does. She had confidence in herself and appliedfor the job by writing an application letter to the employer, though even her parents had no confidence in her.II. Explain some important language points in the text.1. apply v. 1) make a formal requestcollocation: apply to sb. for sth.e.g.: You should apply immediately to him for the job you want.2) make practical use of sth.collocation: apply sth. to sth.e.g.: The result of this research can be applied to new developments in technology.2. get in 1) take from a person or placee.g.: Neither Father nor Mother thought I would get in.2) collect or gather sth.e.g.: A month later we will get these crops in.3. make sense 1) have an understandable meaninge.g.: What you say makes no sense.2) be sensiblee.g.: It doesn’t make sense to buy that expensive coat when these cheaper ones are just asgood.4. reckon v. be of the opinion that sb. or sth. is as specifiedcollocation: reckon sb./sth. as sth.e.g.: We reckon that he is too old for the job.5. occupy v. 1) fill (time, place, etc.)e.g.: The speeches occupy three hours.2) fill one’s time or keep oneself busycollocation: occupy oneself in doing sth./ with sth.e.g. The child occupied himself in playing the flute.6. dictate v. 1) say (words) aloud for sb. else to write downcollocation: dictate sth. to sb.e.g.: The teacher dictated a passage to the class.2) give orders to sb. esp in an officious waycollocation: dictate to sb.e.g. You can’t dictate to people how they should live.7. take on 1) employe.g.: She was taken on as an assistant.2) begin to have (a particular quality, appearance, etc.)e.g. Her eyes took on a hurt expression.III. Assignment:Write a job application letter applying for the job vacancy of a college teacher according to the guidelines in Writing Strategy on Page 105.。

上外全新版大学英语综合教程讲义-book1-unit7

Unit 7 Emergency Text A “Kids on the Track!”☆T eaching Objectives of this Unit:Students will be able to1. Understand the main idea (Anthony Falzo saved two children in a courageous deed) and structure of thetext (three parts—what happened before, during and after the incident);2. Appreciate the advantages of specific words over general words;3. Grasp the key language points and grammatical structures in the text;4. Conduct a series of listening, speaking and writing activities centered upon the theme of the unit.5. Appreciate some writing skills of a narration: hint, compare and contrast, coherence.☆For T eachers’ leading words for this Unit:In Unit 6 we talks about animal intelligence, through those interesting researches we get to know that when dealing with captivity and human beings, animals in order to serve their purpose, they may behave rather intelligent even out of our expectation. Love, care, courage, many feelings can be found in animals. However, animal intelligence is meant to serve survival; it’s in their own interest. For example, a mother whale can figure out the urgency of the situation, make a good judgment and act accordingly to help the keeper give her baby whale emergency care. But much probably, it will never risk its life to save a stranger. This is the difference between human beings and animals.And in this Unit, we are luckily to share a very movable story---perfectly exemplifies human beings’courage, intelligence, love, cool-headedness.Previewing task: T asks Ss to read text A of unit 7 and search as much information about emergency as possible.☆First Period:I. Background knowledge:1. Rail Corporations in the US:Consolidated Rail Corporation (or ConRail): federally aided company, formed in 1975 by merger of seven mid-western and northeastern US railroads.National Railroad Passenger Corporation (known as Amtrak): with the formation of it in 1971, intercity railroad passenger services in the United States began to receive government support. By most standards, Amtrak succeeded in reviving passenger train services.2. New Jersey : Became 3rd state in the Union on Dec.18,1787New Jersey is one of the Middle Atlantic States. Its northern neighbor is New Y ork. To the west it is separated from Pennsylvania and Delaware by the Delaware River and Bay. To the south is Delaware Bay and to the east, the Atlantic Ocean. In its northeastern corner New Jersey is separated from New Y ork City by three different bodies of water -- the Hudson River; Arthur Kill, which runs along the western shore of Staten Island; and Kill V an Kull, which flows north of the island into Upper New Y ork Bay. (Kill is from a Dutch word meaning “channel.”) Thus, except for 50 miles (80 kilometers) in the north the state is entirely surrounded by water.New Jersey’s capital is Trenton (since 1790), and its greatest natural resource is its location, which has made the state a crossroads of commerce and an ideal area for manufacturing. Other commercial advantages include its extensive transportation system, which puts one quarter of all the United States consumers within overnight delive ry range. Lake and seaside resorts have contributed to New Jersey’s rank of fifth among the states in revenues from tourism.New Jersey’s nickname is Garden State, in recognition of the many truck farms that feed residents in New Jersey and nearby states. It also has many scenic areas in the rural sections away from New Y ork City.N.J’s State Symbols and others:the order is---flag, seal, tree(Red Oak), Flower(Purple Violet)Motto:Liberty and ProsperityNote: the information above is selective for Teachers.II.Listening to the tape and asks several Ss the following questions:---- How did the father understand courage at first? (hint: to have no fear of certain things)---- What did courage mean to the father after the fire? (hint: to risk one’s life for other people) (5 minutes)----How do you understand courage, especially in daily life?Suggested summing up words for Ts:Courage is defined by the dicti onary as “the state or quality of mind or spirit that enables one to face danger, fear, or vicissitudes with self-possession, confidence, and resolution; bravery.” Basically, I guess what that means is courage is finding the strength to face your fears head-on, take a stand, and act on your decision. Some people have an innate sense of courage. We call theses people the heroes of our world---the ones who possess the quality to act fearlessly for the good of others without thinking or regard for the consequences to themselves. These are exemplified by the men and women who serve as soldiers for their country in times of war or the police, firemen, medical and emergency personnel who provide services during times of disaster or epidemics; or the ordinary people who take extraordinary acts of bravery under urgent and difficult circumstances.Other answers about courage in daily life:Courage is not only found in the heat of war or the mighty works of brave men and women. Courage is the mother taking care of her sick child in the early morning hours. Courage is the father who shows up on time everyday at a boring, low-paying, dead-end job to feed and clothe his family.Courage comes in many forms, not only from thoughts and deeds of greatness, but in the routine, everyday art of living. When life gets you down, when it seems that your world is at an end, take courage and go the next step. Y ou will be amazed at the power and strength you have inside. Just gather up enough courage to take you through this day. Y ou only have to live one day at a time. Y ou do not have to deal with all your troubles at one time. Like the Scotsman said, "The troubles of tomorrow must wait until this day is done."Courage comes from deep within the heart and flushes away the paralysis created by fear. A song, a story, a poem or a friend could re-ignite the spark of courage and inspire us to take the next step to success.III. Then, T asks Ss form groups to discuss the topic-- courage:In class, Ss can form groups of three or four to discuss and report what qualities are necessary for a person to handle emergencies successfully and why. They may support their points by citing stories, news reports of courageous deeds. T lists those qualities on the blackboard and reminds Ss to keep these qualities in mind when they study the text, and see how many of them are embodied in Anthony Falzo. (25 minutes) Suggested answer: courage, calmness, cool-headedness, sound decision, quick action, necessary knowledge and capability, concern for others (love), etc. Take love for example, if a person never concern about others he will never risk his own interest, not to say to risk his life for others. And if a person only has a quick mind but do not know how to take proper and effective measures, then he also can not handle emergencies successfully.From the actions taken by Anthony Falzo in that urgent moment, we can see in order to save the two kids herisked his life without hesitation, completely regardless of the possible serious consequences. Through the whole story we can clearly see his calmness and cool-headedness when dealing with the emergency.IV.T leads the students to analyze the general structure of the text:-----form---Time, place, character, main plot (emergency in this Text).Example for Ts:Usually, we say, when we decide to tell a story, we may keep the time, place, characters, and the main plot in our mind, or we may tell it in this order---- what happened before, during and after the incident. And in this story, we see in the very beginning the mother Kate was occupied with putting the groceries away, so she does not note her two little sons were heading for the railroad and pays little attention to the approaching train, which later caused the emergency. At the same time on the train, engineer Rich Campana and our later hero, the conductor Anthony Falzo are making jokes with each other and they are in rather relaxed mood, which forms a contrast with the coming urgent moment. Then in the second part (from para 14~33) it is the time for Anthony prevent a horrible railroad accident and save the lives of the Pritchard children at the risk of his own. Finally comes to the end of the story--- Anthony and the Pritchards become great friends. This is the whole story, and in the following period we are going to see the details.Previewing task: T asks Ss to read intensively and pay special attention to Para 1, Paras 9~13, Paras 22,25~27, Paras 28~30 and Para 35.☆Second Period:I.Spot Dictation: Fill in the blanks with the words you hear.The emergency services are the public organizations whose job is to take quick actions to deal with emergencies when they occur, especially the fire brigade, the police, and the ambulance service. The telephone number used in Britain for calling the police, fire or ambulance serves in an emergency is 999 in Britain and 911 in the US. And in China 119 for fire, 120 for ambulance and 110 for other emergencies.II.Detailed T ext Analysis:i. Part one:﹡Important paragraph:Of Para 1“Monday, May 1, 1989 was a pleasant morning in Ramsey, N.J. Kate Pritchard bent over her car trunk and struggled with the bags of groceries she’d just brought home.① She heard the distant cry of a locomotive horn. The train s of Conrail passed less than 300 feet from the Pritchards’ house. No fence separated their backyard from the track─only a thick row of trees.② But, her sons, 3 1/2-year-old Todd and 18-month-old Scott③, were nearby, playing on the driveway.”Analysis:1.The author skillfully includes in the first paragraph three hints of the story to be unfolded. Our teachers can first present the following questions to Ss:1) Why does the author describe the way Kate carried the groceries from her car to the house?She was so preoccupied with the task that she neglected her two little sons, which later caused the accident2) Why does the author mention a train horn, Conrail, and the lack of a fence between the Prichards’ yard and the railway?They foreshadowed the later accident3) Why does the author mention the ages of Todd and Scott?Their age tells us they were too young to understand the importance of staying away from the railroad.Then, T summarizes those details’importance in the narration of this story. In this way, T can briefly introduce one useful writing skill of narration---clue and hint.2.A good story- writer selects details carefully. He/She only includes those details that are vital to the theme. Teacher lets the students to pay attention to the description of the weather.Question for Ss:Why the author bothers to give description of the weather? Does the description of the weather have anything to do with the story?hint: The description of the weather forms a contrast with the ugliness of the later accidentOf Para10~13Question for Ss:Why the author bothers to give descriptions of how Rich and Anthony made jokes about each other? Why is the small talk between Rich and Anthony relevant to the story?hint: The small talk and jokes form a contrast between the relaxed mood they were in and the tense scenes to come Paraphrase the sentence: Para12 “Hey, you’d better cool down, Anthony--you’re getting to be a real party animal!”Answer:Y ou’d better stop spending so much time messing around other wise you will become a real sociable person.“嘿，你最好悠着点，安东尼-- 你都快成派对狂了。

上外全新版大学英语综合教程讲义-book2-unit7

上外全新版⼤学英语综合教程讲义-book2-unit7Unit 7 Learning about EnglishLearning Objectives:Students will be able to:1.grasp the main idea that English has become a great language because of its tolerance foroutside influences;2.understand some idiomatic English usages mentioned in the unit;3.master the key language points and rhetorical devices in the text, such as oxymoron, metaphor,parallelism and so on;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Pre-reading task:1.How do you understand the title of Text A－The Glorious Messiness of English? And try tofind out some examples from Text A.2.Do the exercises in Text Organization.The First Two Periods (90 m)Part one: Listening task (15 m)Listen to the passage and answer the following questions:Chinese Language -- Our Mother TongueThe Chinese language usually refers to the standard language and its dialects used by the Han nationality which makes up 93.3% of the total population. Most of the minority nationalities in China have their own languages. Both numerically (从数量上来讲) and in the extent of its distribution, Chinese is the most important language in China and also one of the five official working languages of the United Nations. It is also one of the richest and highly developed languages in the world. Chinese is also spoken by many overseas Chinese: it is the common language of more than 10 million overseas Chinese and persons of Chinese descent in Southeast Asia alone. At present, more than one billion people, approximately 1/5 of the world’s population, speak Chinese as their mother tongue.A written form of the language was developed as early as 6,000 years ago. From the point of view of its origin, it belongs to the Sino-Tibetan languages family(汉藏语系,包括汉语、西藏语、缅甸语等).Questions:1. What does the Chinese language usually refer to? (It refers to the standard language and its dialects.)2. What is the percentage of the Han nationality in the total population? (93.3 %)3. Why do we say the Chinese language is very important in the world? (Because it is one of the five working languages in the United Nations.)4. How many overseas Chinese and persons of Chinese decent in Southeast Asia speak the Chinese language? (More than 10 million.)5. According to this passage, what was the world’s population when the passage was written? (About 5 billion.)6. How long has the Chinese language been spoken? (More than 6,000 years.)Part two: Cultural Notes (20m)1. History of EnglishThe Root of EnglishEnglish began as a west Germanic language which was brought to England by the Saxons around 400 A.D. Old English was the spoken and written language of England between 400 and 1100 A.D. Many words used today come from Old English, including man, woman, king, mother, etc. But Old English was very different from modern English and only a few words can be easily recognized. In the 9th and 10th centuries, when Vikings invaded England, Old Norse words, e.g. sky, take and get and many place names, entered the language. From the Norman Conquest(1066) until the late 12th century English was replaced as the official language by Norman French, though English was still used by the lower classes. English from about 1300 to 1500 is known as Middle English. It was influenced by French and also Latin in vocabulary and pronunciation. French brought many words connected with government, e.g. sovereign, royal, court, legal and government itself. Latin was the language of religion and learning and gave to English words such as minister, angel, master, school and grammar. Literature began again to be written in English during this period. One of the most famous Middle English works is Chaucer’s The Canterbury Tales.The Development of Modern EnglishModern English developed from the Middle English dialect of the East Midlands and was influenced by the English used in London, where a printing press was set up by William Caxton in 1476. English changed a great deal from this time until the end of the 18th century. During the Renaissance, many words were introduced from Greek and Latin to express new ideas, especially in science, medicine and philosophy. They included physics, species, architecture, encyclopedia and hypothesis. In the 16th century several versions of the Bible helped bring written English to ordinary people. The Elizabethan period is also famous for its drama, and Shakespeare’s plays were seen by many people.The development of printing helped establish standards of spelling and grammar, but there remained a lot of variation. Samuel Johnson’s A Dictionary of the English Language (1755) was the first authoritative treatment of English. It defined about 40,000 words and gave examples of their use.By the 18th century American English was established and developing independently from British English. After colonists arrived in the US new words began to be added from Native American languages, and from French and Spanish. In 1783, soon after Johnson’s dictionary was published, Noah Webster’s The Elementary Spelling Book was published in the US. At first it used Johnson’s spellings, but later editions contained many of what have come to be known as American spellings, e.g. harbor and favorite.20th Century EnglishDuring the 19th and early 20th centuries many dictionaries and books about language were published. New words are still being added to English from other languages, including Chinese (feng shui) and Japanese (karaoke). Existing words gain new senses, and new expressions spread quickly through television and the Internet.English is now an international language and is used as a means of communication between people from many countries. As a result the influences on the English language are wider than ever and it is possible that World English will move away from using a British or American standard and establish its own international identity.2. Winston ChurchillAs a politician, Winston Churchill is remembered as one of Britain’s greatest statesmen. He was the son of the Conservative politician Lord Randolph Churchill and his American wife Jennie. As a young man he served as a soldier in India and Egypt, and as a journalist in South Africa, before entering politics. Churchill became Prime Minister and Minister of Defence in 1940. His radio speeches during World War II gave the British people a strong determination to win the war,especially at times of great crisis. Examples of Churchill’s phrases still often quoted today are “I have nothing to offer but blood, toil, tears and sweat”, and “This was their finest hour”. The Conservative Party led by Churchill lost the election of 1945, but he became Prime Minister again from 1951 to 1955 when he retired, aged 80. When he died in Jan 1965 he was given a state funeral.3. Julius Caesar (100~44 BC)Julius Caesar was the best-known of all the ancient Roman leaders, and the first one to land in Britain with an army. He did this twice, in 55 and 54 BC, although Britain did not become part of the Roman Empire until nearly a hundred years later. 4. VikingViking was a member of a people from Scandinavia who attacked parts of northern and western Europe, including Britainand Ireland, in the 8th to 11th centuries. In Britain they were also known as Norsemen. They settled on the Scottish islands and in areas of eastern England, and the Danish King Canute ruled England from 1016. The Vikings were feared as violent and cruel, but they were also noted for their skill in building ships and as sailors. They had an important influence on English culture and the English language.5. NormanNorman refers to any of the people from Normandy in northern France who settled in England after their leader William defeated the English king at the Battle of Hastings in 1066. The Normans took control of the country, a process known as the Norman Conquest. They used many of the existing Anglo-Saxon methods of government of the state and the church, but added important aspects of their own and made government much more effective. The language of government became first Latin, and then Norman French, and this caused many new words to be added to the existing English language.6. William Caxton ( c.1422~c.1491)William Caxton was the man who set up the first printing firm in Britain. He printed his first book in 1474. By printing books in English, Caxton had a strong influence on the spelling and development of the language. Many of the books he published were French stories which he translated himself7. Otto Jespersen (1860~1943)Otto Jespersen was a Danish philologist, grammarian, and educationist. He promoted the use of the “direct method”in language teaching with the publication of his theoretical work How to Teach a Foreign Language(1904). Other books include his seven-volume Modern English Grammar (1909~1949).Part three: Review task(10m):1. How do you understand the title of Text A－The Glorious Messiness of English?The title offers a good example of oxymoron. An oxymoron puts two contradictory terms together to puzzle the reader,luring him/her to pause and explore why. ―Glorious‖is a commendatory term, while ―messiness‖is derogatory. Why do they stand next to each other? Then, as the reader reads on, he/she will find out that the title is actually a thesis statement: Y es, English is messy, but the messiness reflects some commendable qualities of English, such as tolerance, the love of freedom, and the respect for others’right. At this point the reader cannot but admire the author’s ingenuity.Part four: The Structure of Text A (44m)Main idea: Massive stealing of English (para1)●Beginning:Indicated by a contrast with French (para2)FrenchMassive stealing don’t like borrowingover one million words about 75000 wordswalkman balladeurorigin of walkman (para3)How did the language of a small island off the coast of Europe become the language of the planet—more widely spoken and written than any other has ever been?(para4)●Body:●The introduction of the Indo-European language—the parent language of English (paras4-9)old English or Anglo-Saxon Englishfeatures (para4): short and direct: identity (I, me, you)possession (mine, yours)the body(eye, nose, mouth)size (tall, short)necessities (food, water)function (para5):arouse emotions: Winston Churchill made a speech with old English and a word—surrender from Norman French. It shows that a writer can mix, for effect,different words from different backgrounds (para6)theory about origin of English(paras7-9): 55B.C. Celts spoke languages that survive today mainly as Welsh but their origins are a mystery but there is a theory. An Englishjudge in India noticed several Sanskrit words resembled some words in Greekand Latin. Study revealed that these modern languages descended from acommon parent language---Indo-European parent language. These people hadcommon words for snow, bee, and wolf but no word for sea. So some scholarsassume they lived somewhere in north-central European, where it was cold.Traveling east some established the languages of India and Pakistan, and othersdrifted west and became known as Celts.●new words came with the Germanic tribes—the Angles , the Saxons, etc. they settled inBritain in the 5th century and passed on to us their farming vocabulary, includingsheep, ox, earth, wood, field and work and laughter. (Para10-11)●the next big influence on English was Christianity (para12): 400-500 words from Greek andLatin including angel, disciple and martyr.●Vikings came into this relatively peaceful land from Scandinavia (para13):Old Norse andEnglish both survived such as, raise and rear, want and wish, skill and craft, skinand hide, and they also brought to English many words that begin with sk, likesky and skirt.●Another flood of new vocabulary occurred in 1066, when the Normans conquered England(para14):T hree languages: French for the nobles, Latin for the churches andEnglish for the common people. With three languages competing, there aresometimes different terms for the same thing, such as kingly, royal and sovereign.English gradually swallowed French and by 15th century English developed into amodified, greatly enriched language—Middle English with about 10000 borrowedFrench words.●Borrowed words from Latin and Greek (para15):Around 1476 William Caxton set up aprinting press in England and started a communications revolution. Thousands ofLatin words like capsule and habitual, and Greek words like catastrophe andthermometer came into English. Today we still borrow from Latin and Greek toname new inventions like Video, television and cyberspace.●American English (para16): as settlers landed in North America and established the UnitedStates, English found itself with two sources—American and British.●Conclusion:That tolerance for change represents deeply rooted ideas of freedom. (para17)The same cultural soil produces the English language also nourishes the greatprinciples of freedom and rights of man in the modern world. (para18)English language is not the special preserve of grammarians, language police,teachers, writers or the intellectual elite. English is the tongue of the common man.(para19)Part five: homework (1m)Memorize the following important words and we will have a dictation next time.massive, corrupt, ban, strictly speaking, fascinating, tolerance, to an extent, necessity, arouse, surrender, virtually, invade, inhabit, mystery, resemble, systematic, descend, establish, pa ss on sth. to sb. conquer, royal, sovereign, alternative, modify, enrich, catastrophe, independent, out of control, academy, fortunately, put into practice, strike out, nourish, preserve, eliteThe Second Two Periods (90m)Part one: review task (10m) Have a dictation of the words we have learned.Part two: writing skills (25m)1. Rhetorical devices: ask students to find out how many rhetorical devices are used in the textand underline them and explain them.Oxymoron: the glorious messiness of English.Metaphor: core of English (para4), a common parent language(para8), another flood of new vocabulary (para14), the preserve of grammarians (para19), the cultural soil, the firstshoots sprang up, … grew stronger, build fences around their language (para18). Parallelism: we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender.(para5) Metonymy: the country now had three languages: French for the nobles, Latin for the churches and English for the common people.(para14)2. Transitional devices for the coherence of text: ask students to read part 2 from para4 topara16 to find out the transitional devices at paragraphs heads.How did the language of a small island --- became the language of the planet? (para4)New words came with the Germanic tribes--- (para10)The next big influence on English was--- (para12)Then into this relatively peaceful land came the Vikings--- (para13)Another flood of new vocabulary occurred in 1066--- (para14)Around 1476 William Caxton set up a printing press in England--- (para15)As settlers landed in North America--- (para16)3. Quotation from famous peopleQuotation from Churchill: we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields andin the streets, we shall fight in the hills, we shall never surrender.(para5)Quotation from Otto Jespersen:the English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each individual and if everybody had not been free to strike out new paths for himself. (para17)4. ContrastThe story of our English language is typically one of massive stealing from other languages.The French, however, do not like borrowing foreign words because they think it corrupts their language. (para1-2)Part three: paraphrases of sentences (30m)1. which French kids are supposed to say instead -- but they don't.(para2)(French children are expected to say the word “balladeur”instead of “Walkman”but they don’t say it. )2. Such is the glorious messiness of English. (para3)(English can accept that two simple English words are formed into one English word by Japanese but French people can not. This is the glorious messiness of English)3. The history of English is present in the first words a child learns about… (para4)(The history of English is revealed in the first words a child learns about …)4. French for the nobles, Latin for the churches and English for the common people. (para14) (the nobles in Briton speak French, the religious institutions use Latin and the common British people speak English.)5. Translations of Greek and Roman classics were poured onto the printed page. (para15) (the translated versions of the famous books in Greek and Roman were printed greatly)6. Fortunately their idea has never been put into practice.(para16)(Luckily the scholars in Briton did not set up an academy to decide English or American words were proper and English or American words were not. )7. I like that idea. (para18)(I like this idea that the English had been for centuries great respecters of the liberties of each individual and everybody had been free to strike out new paths for himself.)8. the same cultural soil producing the English language also nourished the great principles of freedom and rights of man in the modern world. (para18)(the same cultural conditions make the gloriously messy English language formed and also provide the conditions for the production of the great principles of freedom and rights of man in the modern society)9. The first shoots sprang up in England, and they grew stronger in America. (para18)(the great principles of freedom and rights of man in English language firstly appeared in England and then spread into America and grew stronger than in England)Part four: Useful Expressions (20m)Translate the below useful expressions into English (teacher tell students these Chinese expressions and let students find the English expressions from the Text A)!1. 排⾏榜(a hit parade )2. 严格地说(strictly speaking )3. 对我们真正⾄关重要的事(the things that really matter to us )4. 发表演说(make a speech )5. 为了加强效果(for effect )6. 系统的研究(a systematic study )7. 起源于(descend from )8. 提出(come up with )9. 向西漂泊(drift west)10. 留传给我们(pass on to us ) 11. ⽇⼦过得开⼼(enjoy oneself)12. 抚养孩⼦(rear/raise a child ) 13. 平民百姓(common people)14. 印刷机(a printing press ) 15. ⼤量新思想(a wealth of new thinking )16. 欧洲⽂艺复兴(the European Renaissance ) 17. 失控(be out of control )18. 付诸实施(put into practice ) 19. 个⼈⾃由的崇尚者(a respecter of the liberties of each individual)20. 开拓新路(strike out new paths)21.培育了……的准则(nourish the principles of …)22.⼈权(the rights of man) 23.知识精英(an intellectual elite)Part five: homework(5m)According to the following 8 pictures to retell the textSuggested answer:English language is typically one of massive stealing from other languages, but French do not like borrowing foreign words. For example, the word walkman was accepted by English –speaking people but was not accepted by French people, so French people invented another word, balladeer. Great speakers often use Old English to arouse our emotions. For example, during World War II, Winston Churchill used a Normal French word—surrender in his speech. So writers can mix, for effect, different words from different backgrounds. In 55B.C. when Julius Caesar invaded Britain English did not exist. Identifying similar words, linguists have come up with what they call an Indo-European parent language, spoken until 3500 to 2000 B.C. Some traveled east and established the languages of India and Pakistan. Some people drifted west they later known as the Celts. New words came with the Germanic tribes—the Angles, the Saxons, etc. in the 5th century. The Anglo-Saxons passed on to us their farming vocabulary. The next big influence on English was Christianity. It enriched the English with some 400 to 500 words from Greek and Latin. Then the Vikings brought many words to English. In 1066 Normans conquered England and also brought about 10000 French words to English. Around 1476 after the printing press was formed, thousandsof Latin and Greek words were poured into English through printed pages. As settlers landed in North America and established the United States, American English provided another source for English. The tolerance for change also represents deeply rooted ideas of freedom.The Third Two Periods (90 m)1. Review Text A (15 m)1) T dictates the following new word and expressions in Text A. Two students are required to come to the blackboard to do the dictation.addition alternative arouse ban conquer enrich establish fascinating mystery surrender out of control put into practice strike out to a certain extent2) List several important influences on the formation of the English language.a. The Anglo-Saxons, the German tribes, passed on to English their farming vocabulary.b. Christianity enrich the Anglo-Saxon vocabulary with some 400 to 500 words from Greek and Latin.c. The Vikings from Scandinavia brought to English many words that begin with sk.d. French also had a very important influence on English in 1066, when the Normans conquered England.e. During Renaissance translation of Greek and Roman classics.2. Check on students’ assignments (30 m):1) Retell Text A according to the pictures.2) Teacher guides students through some exercises in Text A.This is the end of Text A, now let’s come to Text B.Text B The Role of English in the 21st Century1.Group discussion (15 m).Why do college students have to study English?Suggested answer:Students study English for different reasons. The first reason is that students may need English to read articles and textbooks about their subject in English. The second reason is that many students study English because they have to! English is part of school curriculum. Another reason is that they are attracted by foreign culture. As a consequence, they are studying English hard to know more about the English-speaking people and countries. The last reason is possibly that a good knowledge of English will help students get a better job when they graduate from the university. 2. Understand the structure of Text B (30 m)Part I(para. 1-4):How does English show its role?a. by the increasing number of users of the language(para. 2);b. by its depth of penetration into societies(para. 3);c. by its range of functions(para. 4).Part II (para. 5-9): Why does English play such an important role?a. English usage in science, technology and commerce (para. 6-7);b. the ability to integrate vocabulary from other languages (para. 8);c. and the acceptability of various English dialects (para. 9).Part III (para. 10-18): Why is the future of English unpredictable?a. English will take new forms (para.11).b.English is ridding itself of its political and cultural associations (para.12).c. Other languages may share in importance (para13).d. A language shift is another possibility (para14).e. a generation of middle-class professionals will use English (para15).f. Economics and shifts in population will have more influence (para.17). Conclusion: the author’s prediction of EnglishWe still have about 100 years before a new language dominates the world.The Forth Two Periods (90 m)1. Detailed explanation of Text B.（45 m）1) Translate Line 2-4.这⼀过程在⼏个⽅⾯都是前所未有的：英语使⽤⼈数的增加、英语在不同社会渗透的深度，以及英语公⽤的⼴度。

上外全新版大学英语综合教程讲义-book2-unit2

Unit 2 ValuesTeaching Objective:1. Understand the main idea (despite his wealth, Sam Walton remains down-home anddevoted to his team)2. Pay attention to the indirect description in portraying a person.Preview TasksLet students surf the Net or read some books in order to find out some information about Sam Walton and Wal-mart and answer the following question.1. Who is Sam Walton? What is Wal-Mart? （See background knowledge）Let students read text A beforehand and try to find the answers to the following questions:2. What made the waiter disappointed?(Para1, 3:the contrast between the waiter’s imagination and the reality about the richest man in America)3. Find some examples to prove that Sam Walton didn't want any special treatment. (Para5-10: Drove his 1979 pickup for many years; Waited in line to buy something in local Wal-mart store; Let his employees address him the first name; Went to the church every Sunday and washed dishes sometime; Used the same barber for 19 years and fetched the money by himself when he forget taking money with him.)4. What was Sam's main concern as founder of Wal-Mart? (Para15)The real story in his mind is the success achieved by the 100, 00 people who make up the Wal-Mart team. His real concern is his store.5. What did he think are the main reasons for his success? (Para16, 19, 21)The reason for his success is his people and the way they're treated and the way they feel about their company.Introductory words:We all are looking forward to success and the realization of our dreams. As for some people, to become a millionaire is their lifelong goal. Therefore, they select the America, the most powerful country in the whole world nowadays as their destination, because it is said to be the fairy land to get whatever you want. But does success only mean the possession of a large amount of money or high position? In this unit, we will discuss the value of life and the true meaning of being rich.First period (90 minutes)I. As we have given assignments of the background knowledge in preview tasks, so first of all, we give students the chance to stand up to tell what they have already known about Sam Walton and Wal-Mart.II. Then the teacher can make a supplement. In this way, students can gradually learn how to learn by themselves and how to collect information with the help of the Internet and library.Background Knowledge1.Sam Walton:Born: 29 March 1918Birthplace: Kingfisher, OklahomaDied: 6 April 1992 (died of multiple myeloma)Best Known As: Founder of discount retailer Wal-MartSam Walton, with his brother Bud Walton, founded Wal-Mart, the chain of discount variety stores that in the 1990s became the world's largest retailer.Sam Walton went into the retail business in 1945. His store was a franchisee of the Butler Brothers, which consisted of two chains. Sam store was going to be a variety store and with the assistance of the Butler Brothers, his store led in sales and profits in the six-state region. Sam made this possible by properly stocking all the shelves with a wide range of goods with very low prices, keeping his store centrally located so it was easily accessible to many customers, stayed open later than most stores especially during Christmas seasons, and experimented with discount merchandising ( buying straight from the wholesaler which enable him to lower his price per item and then was able to sell a greater quantity of goods, and thereby increasing his sales volume and profits). All these were ideas were new to businesses but Sam caught on fast and was able to use them to his advantage. To keep his stores running in tip top shape Sam was always trying to find new ideas to improve business. The next new thing he found was a concept known as self-service.By the time Wal-Mart first opened in 1962 he owned a chain of 15 variety stores in Arkansas, Missouri and Oklahoma. Walton's savvy marketing skills and attention to detail led to Wal-Mart's expansion throughout the United States.By 1990 Wal-Mart was the nation's top retailer in terms of sales, and Walton was one of the richest men in the world. After his death in 1992 the company continued to expand, including online commerce and stores around the world. By 2001 there were more than 4,500 Wal-Mart stores worldwide.Famous quotations from Sam Walton:--High expectations are the key to everything.--There is only one boss—the customer. And he can fire everybody in the company from the chairman on down, simply by spending his money somewhere else.--There's a lot more business out there in small town America than I ever dreamed of. --We let folks know we're interested in them and that they're vital to us. Cause they are.--I had to pick myself up and get on with it, do it all over again, only even better this time.--"We're all working together; that's the secret. And we'll lower the cost of living for everyone, not just in America, but we'll give the world an opportunity to see what it's like to save and have a better lifestyle, a better life for all. We're proud of what we've accomplished; we've just begun."2. Wal-Mart:Wal-Mart Stores, founded by Sam Walton in 1962, is the largest retail chain in the U.S. Its first shop was opened near Rogers, Arkansas and had grown to more than 1,100 stores by mid-1988, with around 600,000 Americans working for it. The prices are low and value and customer service are high every day. So the customers do not have to wait for a sale to realize savings.3. Dime store:It is also called 5 & 10, five-and-dime, ten-cent store. It offers a wide assortmentof inexpensive items, formerly costing five or lower cents, hence it gets the name.4. Forbes:It is an American business magazine, noted for its lists of the top celebrities in business, such as Top 100 Celebrities, 400 Richest Americans, World Richest People, World's Most Powerful Women, etc.In the latest list, the top ten richest Americans are 1. William H. Gates, 2. Warren E. Buffett, 3.Paul G. Allen, 4. Michael Dell, 5. Lawrence Ellison, 6. Christy Walton, 7. Jim C. Walton,8. S. Robson Walton, 9. Alice L. Walton, 10. Helen R. Walton.After Sam Walton' death, his legacy was inherited by his wife and children. Therefore, we can see that the Walton families are all here.III. Group Discussion1. Do you want to be a rich man?--Yes/No.2. Supposed you were a billionaire, what kind of life would you like?--I would buy a huge house with a swimming pool and a basketball playground.--I would buy several cars for different usages, e.g. a BMW to drive to work, a sport car to travel, etc. Also I want a yacht/boat to enjoy a voyage.--I would like to run a book shop not for profits but for sharing the good ones with others.--I would travel around the whole world. No work and all play is my ideal life. ...3. How can you earn so much money?-- By running a company.-- By buying lottery or stock shares.-- By making PC programmers.-- By foreign trade....4.If you are a boss, how can you make your employees work whole-heartedly and passionately?-- Firstly, I respect them though they work for me. Secondly, I would ask them for advice because they make the products or directly communicate with the customers. Then I would praise the excellent ones and reward them in order to stimulate them to work even harder than before.5. What kind of characteristics/merits do you badly need to rise from nothing?--honesty, ambition, courage, perseverance, persistence, thoughtfulness, creativity, eagerness for success, kindness to the employees, the ability of foretelling the trend and future...IV. Structure AnalysisBeforehand we have given them the questions. Through answering these questions, we can get the general idea of the text and the main structure.Part I: Para 1-4 The waiter was disappointed to find that the richest man inAmerica led so simple a life.Part II. Para 5-13 Being friendly, easy-going and never flashy, Walton carries onlike plain folks and never wants any special treatment.Part III. Para14-22 With the Wal-Mart team in mind, Walton devotes himselfheart and soul to making the business a great success.1. Main idea: see the appendix.2. There are many contrasts in this article. Look at the title. The richest man should be very special, sometimes even strange. Usually the rich men have some unique habits or have some privileges. But Sam is down home and very ordinary. What's more, in the first part, the waiter was looking forward to seeing a huge mansion but only to be disappointed by the completely common house. With these vivid contrasts, it is more impressive that Sam behave in a folksy way.3. The author describes Sam Walton in an indirect way. He doesn't tell us what kind of life Sam live or what kind of person he is or how he manages the stores. Instead, the author employs several examples and let us finds out the facts with our own eyes. Then we would accept it with no doubt. Otherwise, it is hard to believe that such a rich man would behave in the folksy way.V. Detailed Learning of the TextPart One ---- Through the eye of a waiter, we can see Sam’s down home way of life. Step One: ask Ss to browse the part and answer to following questions.1) How did the waiter recognize Sam's house? Is it easy to tell it from others'?-- He stopped at the mailbox marked "Sam & Helen Walton", which indicated that their house was not special at all.2) What disappointed him?-- What he saw was totally unexpected.Imagined--mansion, Rolls-Royce, dogs with diamond collar, servants everywhere Reality-- worn furniture, old pickup truck, muddy bird dog, spot no servantsThe author didn't directly tell us how down home Sam was. Because no matter how hard he tried, people wouldn't believe that the richest man would live such a simple life. Smart as he was, the author told us the truth through the eyes of a waiter. We find our Sam's folksy way by ourselves.Step Two: Language points learningWheel (v.) -- driveRemote -- far away in space or time; far from the cityChain -- a number of shops under the same ownership or managementVI. Assignment: 1. preview next parts and get familiar with new works and phrases.2. Find out the examples the author gave in order to show characters of Sam Walton.Second Period (90 minutes)I. Review: without look the book, let Ss summarize in their own words what thewaiter imagined the life of the richest American would be and what is thereality.II. Detailed Learning of the TextPart Two -- With 3 examples, his character can vividly be shown here.Step One: Group DiscussionIn the preview work, the students have the assignment of prove his folksy way withthe examples. Give them 2 minutes to discuss with the classmates. Then retell it in their own words.Suggested answer:Examples 1:Although he is very rich, his Ford pickup is really out of date. He behaves in the folksy way. When the shooting season comes, he even waits in line at the local Wal-Mart, though actually he is the boss. What's more, Sam even commands his employees to address him Mr. Sam instead of Mr. President.Example 2:No matter how busy he is on Saturday night, Sam goes to the church every Sunday. He doesn't have a set place. He sits at the place wherever he finds a seat. Once after the church supper, the couple even went to wash the dishes.Example 3:Sam has used the same barber for 19 years. Every time Sam waits for him even though the barber opens at 7 a.m. He talks with the barber cheerfully and never throws his weight around. One time Sam forgot taking his wallet, he even went back home to fetch it.Step Two: Detail Analysis1. What can you infer from these examples? What kind of person do you think he is?-- He is friendly, cheerful, and free of self-importance, a fine neighbor who does his best to blend in, never flashy, never throwing his weight round. That is said by all the people, which means it is the truth and his real personality. After one example, the author tells us people's impression on Sam, which turns out to be a more effective way. If he tells us in the very beginning, we may doubt it. But it becomes very convincing after the description of his actual actions. Followed by other two examples, the comment is just proved again that Sam is really down home.2. Does the employees feel comfortable to address their boss by his first name?-- No. At first, they had to struggle to do so. But gradually they accept his folksy way. Few think of his money. They treat him as a colleague and friend.3. Generally speaking, the rich people hire others to clean the house off and on. If they are rich enough, they have the servants to do all the housework. This couple are rich more than enough to do so, but they don't regard themselves as special ones. They are just common people as anybody else in the church. Every one is equal.4. Nowadays, many people want to become famous. In order to achieve their goals, they try every means no matter how indecent it is. Sometimes, one even spread his own scandal if only it can make himself known to others whether it is famous or notorious. Newspaper is the effective way to spread news. Sam owns a newspaper. It really can help him to introduce himself to the Americans in the least. But he doesn't do so. He puts the Forbes list at the bottom of the second page. We know that the important news is generally in the first page to attract reader's attention. The inside news is likely to be ignored, not to speak of the ones at the bottom. Sam doesn't want people to focus on himself. He just wants to live in his own folksy way and be himself.5. Once he forgot his wallet when he went to the barber. It was acceptable to pay next time or not to pay at all as they had known each other for 19 years. But he insisted to go back home to get it. He didn't want any special treatment. With these examples, we can say that Sam is really strange. He doesn't behave like a billionaire at all and even is the same as the common people.Step Three: Language points learning1. get away with -- do sth. without being caught or punishedlocal -- of a certain area, esp. the place near we liveby all accounts -- according to what everyone saysblend in -- mix harmoniouslyreserve -- keep for a special use; bookbury -- to put in a grave; to hide or cover2. come the shooting season -- when the shooting season comesOnly in America can a billionaire carry on like plain folks and get away with it.(inverted sentence)-- A billionaire can behave like the common people and not be caught or criticized only in America.3. Inversion:To explain this grammar explicitly is really laborious. So I'd like to give them some examples to illustrate it.1. Full inversion: 1) 介词短语开头By his side sat his dog.Early in the morning falls the rain.2) adv.开头Here comes Tom. (** Here he comes.)So bright was the moon.2. Half Inversion: 1) 否定词开头No once did he talk to me.Seldom did a man do so.2) Only + 介词短语Only in America can you behave this way.Only by working hard can you succeed. Part Three -- With Wal-Mart team in his mind, Walton devotes himself heart and soul to making the business a great success.Step One: Let Ss browse this part and answer the following questions:1. What was Sam's main concern as founder of Wal-Mart? (para15)-- The real story in his mind is the success achieved by the 100, 00 people who make up the Wal-Mart team. His real concern is his store. Only by doing this way can a businessman succeed. If he wants to develop his own company and make it run smoothly, he must plunge into it. That is universally true no matter what you do. For example, you are the students. Your current task is to master the professional skills and turn to be an useful person in the future. Therefore, you should study very hard and make daily progress.2. What did he think are the main reasons for his success? (para16, 19, 21)-- The reason for his success is his people and the way they're treated and the way they feel about their company. Sam Walton pays much attention to his employees.In order to inspire them to work harder, this old man even jumps up on a chairand leads everyone to cheer the WAL. As the leader of a larger company he doesn't put on air but to blend in with his employees and try to arise their passion.Once they become passionate, the whole team can make miracles. Furthermore, Sam believes in cultivating ideas and rewarding success. He sets up a college scholarship fund for employees’ children, a disaster relief fund to rebuild employee homes, which can reduce their burden. He cares about the employees and try to help them when they are in trouble. If your boss is such a person, won't you devote yourself to your work?Step Two: Detail Analysis1. Direct Speech -- In this part, the author use several direct speeches. We can knowwho said that, which makes the comments vivid and convincing. Through these speeches, we can get a further understanding of Walton and the reason for his great success. In one example, Arend even didn't believe that a boss can be so generous.By comparing with his former boss, we can know he is a unique one.2. What can you get from working for him?-- You may be better off and become rich. But that is not your greatest gains. What's more important is that you have learn how to be a man, how to be a successful man. He tells you to devote heart and soul to your work. Once you want something, work for it. Besides, you should show your appreciation to others. Try to be generous to others and care about them from the bottom of your heart.People can feel it. Though you seem to lose something, you actually gain a lot. 3. What is the meaning of "being rich”?-- Generally speaking, when we talk about wealth, the first idea comes to us is a large amount of money. Owing a lot of money really can enable us to do many things. But only money alone can not make you a complete rich man. What's more important is your mental life. If you only have a lot of money, you indeed are very poor.Step Three: Language points learning1. celebrity -- famous peoplehold to -- keep to; insist to dosteer clear of -- keep away fromon the run -- continuously activebe liable to do -- be likely to dolay down -- establish, set downput off -- disturband the like -- and the things like thiscultivate -- improve, developgenerosity -- the quality of being willing to give money, helpstun -- surprise, shock,deserve -- be worthy of2. Paraphrase:•How long Walton can hold firm to his folksy habits with celebrity hunters keeping following him wherever he goes is anyone's guess.-- Wherever Walton goes, there are many celebrity hunters (reporters) following him.No one knows whether he is really a folksy person or not. If he pretends to be folksy, the hunters must discover it. If not, people are wondering how long he can behave in this way.•Employees with one year on board qualify for stock options.-- If one works in the Wal-Mart for one year, he has the right to buy the stockshares.III. Homework: 1.Exercise2. Retell of the story in the first person.3. Preview Text B and answer the following questions.①What did President Jimmy Carter and his wife do after leaving White House?-- They learnt something new and used back-to-basics skills toconfront and resolve their painful political defeat.②What’s the couple’s suggestion t o average people no matter whatstage of live they may be in?-- They encourage people to take on new things that might lookvery difficult, but that become very rewarding once the person isinvolved.Third Period (90 minutes)I. Revision and Exercise:1. Let students retell their own version to their desk mates.2. Dictation:Jack was on the run since the moment he came aboard. He was always cheerful and devoted himself heart and soul to his work. Because of his excellent performance he was promoted to CEO. From then on he tried hard to blend in with the workers and never threw his weight around. He also laid down a reward system to encourage the workers to work hard. He believed that loyalty and hard work would greatly contribute to the success of the company. By all accounts he was an outstandingchief executive officer.3.Check the exercise.II. Explanation of Text BText BStep One: Introductory Words:In text A, we know the life of the richest man in America, then how about the life of the most influential person and family in America, I mean the life of President and his family—the First family. Lots of Presidents rose from log cabin to White House in America, and in their term, they must have experienced a different life, then have you ever thought the life of them when they left the White House? How did they cope with the difference? In this text, we are going to know one of them—President Jimmy Carter. No matter in his presidency or after it, he tried to keep a simple and easy life, which is similar to the life of common Americans.This text is special because there are so many words in quotation marks, so we may infer that it is some excerpts from the author’s interview to President Jimmy Carte r and his wife. Now please read the text by yourself and answer the following questions: Step Two: Questions:1. Where did the interview take place?-- In the porch of Carter’s log cabin in a small south Georgia town. (Para 1)2. Why is the “swing” in par agraph 1 special?-- Because the swing was designed and built by the former president himself. (Para 1)3. What is the implied meaning of his wife’s words in paragraph 3 “He used nails then,now he builds everything without nails.”-- The wife wants to tell us that the skill of the President is improving gradually.Now he is rather skillful. (Para3)4. Why did Carter occasionally managed to slip in a few hours at the carpenter’s shed at Camp David?-- Because the President thinks that it’s a kind of t herapy, and a steady force in his life—a total rest for his mind. (Par5)5. Why did the couple try to relate their lives not to the White House, but to plains inthe book Everything to Gain?-- There are a couple of reasons: first, they want to show the attraction of a small town; second, to make it clear that the book is not just about a couple who happened to have been the First Family of the nation; it’s also written for the average person who experienced unexpected change in life.6. According to Carter, Why people today are luckier than people in the past? (Para 8) -- Because they have more free time. (Para 13)7. What did the couple suggest people do no matter what stage of live they may be in? -- They encourage people to take on new things that might look very difficult, but that become very rewarding once the person is involved. (Para 13)8. After reading the text, try to summarize what the President do to cope with his life after leaving White House?-- They learnt something new and used back-to-basics skills to confront and resolve their painful political defeat.Preview Task: Read the text in detail and try to grasp the structure and some important words and phrases.Fourth Period (90 munites)The author portrays the President through th e President’s or his wife’s own words, or we can say a“direct description”, Which is different from text A which portrays the character by indirect methods.I. Structure:Part One 1-3 Through describing the swing and many other things made by the Presidenthimself, the author tries to tell us what did the President doafter he has left the White House.Part Two 4-11 The author tells us in detail that why the President enjoys theback-to-basic skills during and after his presidency, and whatdid he and his wife actually do.Part Three 12-13 Suggestions the couple give to average people.II. Important words and phrases:1.Restoration: ~ to sth. Restoring to a former place or condition.Restore: v.ze: v. ~ about/around, be lazy, relax, rest. E.g. Laze by the river all day.3.Sip: v. drink sth., take very small quantities each time. E.g. Sip one’s coffee.4.Overlook:v. ①have or give a view of (a place) form above. E.g. my roomoverlooks the sea. ②take no notice of (sb. or sth.); ignore. E.g. we cannot afford to overlook the minor mistake.5.Campaign:v. ~ for/against sb/sth, take part in or lead a campaign. E.g.campaigning for one’s rights.6.Slip:v. ①go somewhere quietly or quickly in order not to be noticed. E.g. thethief slipped out by the back door. ②slide accidentally, lose one’s balance and fall or nearly fall in this way. E.g. She slipped over on the ice and broke her leg.7.Ups and downs: (idm) alternate good and bad luck. E.g. He stuck by her throughall life’s ups and downs.8.Reinforce:v. give more support to (sth); emphasize: E.g. Reinforce one’s opinion,argument, conviction, etc.9.Involve: v. ①cause sb to take part in sth. E.g. Don’t involve me in solving yourproblems; ②include: e.g. the strike involved many people. ③~ sb in sth: show sb to be concerned in (a crime, etc.)10.Conduct: v. undertake, carry out. E.g. ~ business, a meeting, negotiations, etc.11.Resolve: v. ~ on/upon/against sth/doing sth. decide formly; determine . E.g. Sheresolved that she would never see him again.12.Relate: v. connect, associate: ~sth to/with sth; ~ to sb/sth;13.Additional: adj. Added; extra; supplementary. E.g. ~ charges, candidates,supplies.14.Appeal: v. ①~ to sb (for sth); ~ for sth. make an earnest request ②~ (to sb) beattractive or interesting (to sb)15.Take on: undertake; decide to do. E.g. take on extra work.16.Crisis: n. time of great danger or difficulty.III. Translation of important sentences:1.I think that skill with one’s own hands—whether it’s tilling the soil, building ahouse, making a piece of furniture, playing a violin or painting a painting—is something that does’t change with the ups and downs of life.我认为手艺——不管是耕地，造房子，做家具，拉小提琴，还是画图——不会因生活的起起落落而改变。

上外全新版大学英语综合教程讲义-book1-unit5

Unit Five RomancePreview assignment:1.Try to find the information about the legend of St. Valentine’s Day.2.Preview the new words and expressions in the two texts.3.Read text A, appreciating the romantic story.Objectives:Students will be able to:1.grasp the main idea (the nature of a heart is seen in its response to the unattractive) and structure of the text;2.appreciate the narrative skills demonstrated in the text (switch between tenses, change of narrators), somerhetorical devices (simile and metaphor) and the use of informal language in conversations;3.master the key language points and grammatical structures in the text.I. Introduction to the unit:Love is the eternal theme in both literature and real life. Throughout the ages, people from around the world pursue the true affection between man and woman, leaving us many touching love stories, such as Romeo and Juliet，Butterfly Lovers, Titanic etc. Today in Unit F ive, we’ll appreciate another two moving love stories. Despite the different heroes and heroines, both stories tell us a fact, that is, in order to win the true love, you should be able to resist temptation and stand the test; and you must be patient because winning the true love sometimes needs your whole life’s waiting. Now, let’s take a look at our first love story, A Valentine Story in Text A.As the title denotes, it tends to be related to Valentine’s Day. St. Valentine’s Day is also called lover’s day. It is celebrated on February 14 th . On this day across the country, candy, flowers and gifts are exchanged between loved ones, all in the name of St. Valentine. There is a legend about this lover’s day. But here in the text, A Valentine Story has nothing to do with the origin of the lover’s Day, but only to refer to the day the hero and heroine first meet.II. Check on the previewed work (ask students to tell the legend of St. Valentine’s Day) Valentine was a priest living in Rome during the third century. At that time, Rome was ruled by an emperor named Claudius. He wanted to have a big army and expected men to volunteer to join. However many men just did not want to fight in wars. They did not want to leave their wives and families. This made Claudius very angry. He thought that if men were not married, they would not mind joining the army. So Claudius banned marriage even engagement from his empire. But Valentine would keep on performing marriage ceremonies secretly. He was caught by the soldiers at a wedding, and was thrown into prison and beheaded.V alentine fell in love with the daughter of his jailer when he was in prison. Before he was taken to his death on February 14, 269 A.D., he signed a farewell message to her, “Love from your Valentine.”That note started the custom of exchanging love messages on Valentine’s Day.III．DiscussionAmong the following topics, you may choose any one of them and discuss with your partner, then, exchange your opinion with another two classmates. In the end, you are supposed to recommend several students to present your ideas to the whole class.1.What’s your criterion for choosing your Mr./Ms. Right ? In other words, what do you think your futurehusband or wife will be like? Which do you concern most, appearance, wealth, wisdom or other virtues?As we all know, we can’t sometimes get both fish and bear’s paw; in this case, will you choose someone eye-entertaining or heart-entertaining?2.Do you have any key pal? Do you think it wise to develop friendship or even love with a key pal? Whyor why not?3.Tell us a touching love story you’ve ever read or heard.IV. Teacher sums up and leads into the text by saying:Pursuing one’s lifelong companion is a compulsory course, which is much more important than learning our dear English language. Your course of pursuit also can reflect your personality, just like Houssaye---- A French Louisiana author said “Tell me whom you love and I w ill tell you who you are.”I hope you will be happy infuture. So let’s examine the text and find out how the hero and heroine win their true love. I hope we can learn something and it will be helpful for you!From the exercise, Text Organization on page143, we know that the text can be divided into four parts according to the changes in tense or narrator, now let’s find out the main ideas of each part by answering some1.Students read part one together aloud, and answer the following questions.1).What’s the hero’s name and what’s he doing and what’s his job? (How do you know?) Do you thinkthe person he is expecting is very important? (Maybe. From the phrase “straightened his Army uniform”we can know he is a soldier and he is serious)2. Ask several students to read part two and answer these questions:1) What kind of girl did John Blanchard look for?He looked for the girl whose heart he knew, but whose face he didn’t. (this arouse the reader’s curiosity) Paraphrase the sentence: He tried to find the girl who shared many of his views , interests and feelings but who he had never met before.2) How would John recognize Hollis at their first meeting?She would be wearing a red rose on her lapel.3) How had John and Hollise come to know each other? Students may skim this part again and formpairs to retell in their own words or in the following words (write them on the blackboard) absorb, in the margin, thoughtful soul and insightful mind, previous, with time and effort, locate, correspond.John was attracted by Hollis’s notes on the book in a Florida library then he located her address inNew York and invited her to correspond.4) What had kept John from meeting her?He was shipped overseas for service in World War II.5) How long had they written to each other previous to their first meeting? (one year)6) Why did Hollis refuse to send John a photograph?Because she wanted to make sure that their love was based on the attractiveness between the twosouls instead of facial features.7) What Hollis said reflected her wisdom and maturity. Let’s try to recite her explanation which may beuseful for you all. Teacher reads the following sentences slowly, and waits for students to cut in withthe underlined part; then Teacher reads them again, students try to do it without looking at books; atlast, students try to recite the whole paragraph with the help of the teacher.If your feeling for me has any reality, any honest basis, what I look won’t matter, Suppose I’m beautiful, I’d always be haunted by the feeling that you had been taking achance on just that, and that kind of love would disgust me. Suppose I’m plain (and youmust admit that this is more likely). Then I’d always fear that you were going on writingto me only because you were lonely and had no one else. No, don’t ask for my picture.When you come to New York, you shall see me and then you shall make your decision.Remember, both of us are free to stop or to go on after that----whichever we choose.Question: Why is the past perfect continuous tense used in the sentence? (I’d always behaunted by the feeling that you had been taking a chance on just that)To show that this action took place earlier than “you fell in love with me on seeing mypicture”.3. Students read part three silently and pay more attention to the description of the two women’s features.Figure---long & slim more than a little overweightHair------curl & golden grayingYoung lady Ears------delicate Mid-aged lady Eyes------blue as flowers gray (warm & kindly glow)Lips and chin----gentle & firm pale & round face (gentle & sensible)Suit-------pale green worn hat1)Why did John follow the girl without first trying to see if she was wearing a rose?Because the girl was so beautiful and full of vitality.2)Whom did he see when he want to follow the girl and how did John feel toward her?He saw “Miss Hollis Maynell”, quite a big woman, middle aged, John was greatly disappointed.3)Why didn’t John turn away from “Miss Maynell”?Because this is the woman whose spirit had truly companioned him and upheld his own during the past one year. Although he was greatly disappointed with her facial features, he decided to develop their friendship which he thought much more precious, even much better than love .4) How come the middle aged woman was wearing the red rose and why?Miss Maynell begged her to wear it and said it was some kind of test! She wanted to find the true nature of John Blanchard and she made it! (What a wise and lovely MM she is!). 5）How do you understand Houssay’s remark “tell me whom you love, and I will tell you who you are”?I can judge you by the person you love. And the saying is equal to a Chinese proverb :物以类聚，人以群分Birds of a feather flock together.V. Teacher sums up the whole story and assigns assignment:1. Imagine you are John Blanchard and Hollis Maynell, by now you’re sitting at the table in that restaurant.Make up a dialogue between you two according to Cloze A on page151.2. Finish off the exercises from page146-150.The second two periods:In the last session, we have finished tasting the romantic story, and we know that the wise and lovely MM Miss Maynell put the true nature of John Blanchard to the test, and the handsome young man didn’t let her down, he got through the test and won his true love. (And from then on, they lived a happy life ever-after). Now, let’s review the story, and get some detailed studies.I.Dictation:straighten one’s army uniform, a thoughtful soul, insightful mind, the previous owner’s name, take a chance on just that, be like springtime come alive, more than a little overweight, the small worn blue leather copy of the book, square one’s shoulders and salute1. Suppose I’m beautiful, I’d always be haunted by the feeling that you had been taking a chance on justthat, and that kind of love would disgust me.2. I felt as though I was split in two, so keen was my desire to follow her, and yet so deep was my longingfor the woman whose spirit had truly companioned me and upheld my own.II.Check on students’ assignment of making up a dialogue. Two pairs will act out their dialogue for the whole class.III.Draw students’ attention to the narrative skills demonstrated in the text, e.g., switch between tenses, change of narrators etc. The whole class reads aloud Paras. 2-6, replacing all 3rd-person pronouns like “he”, “John Blanchard”. “they”, “their” in this part with 1st-person pronouns. Make other changes wherenecessary. Or teacher could divide the class into 5 groups and each group will deal with one of the 5 paragraphs.IV.Rhetorical devicesIn this text there are some examples of simile and metaphor. A simile is a comparison of one thing to another, using the words “like” or “as”, e.g., “her hair was black as night”; “in her green suit she was like springtime come alive” (Para. 7). A metaphor is a suggested but not stated comparison of one thing to another, e.g., “while I spoke I felt choked by the bitterness of my disappointment” (para. 14). Read the following sentences for students to tell whether they are similes or metaphors:He is as brave as a lion. (simile)Her husband is a walking wallet that will pay for whatever she likes. (metaphor)Childhood is like a swiftly passing dream. (simile)He has a heart of stone. (metaphor)All the world is a stage, and all the men and women are merely players. (metaphor)The man sleeps like a baby.(simile)V.Pay more attention to the order of adjectives.Rule: 好美小高状奇新，彩色国料特别亲！Please translate the following into English:一个胖老太太 a fat old lady一个小的发亮的黑色皮包 a small shiny black leather handbag一长大而圆的会议桌 a big round conference table他买了一枚小三角形绿色的丹麦邮票He bought a small triangular green Danish stamp.VI. Check on the assignment on vocabulary on page 146, and explain some language points.1. make one’s way:1) go The old man slowly rose from his seat and made his way to the front of the bus2) succeedIf you want to make your way you must learn to work hard while you are still young.Collocation:make away with 携…而逃；除去，杀死make up 弥补；赔偿make believe 假装make out 书写；开列；拼凑make of 了解，明白make off 离开；逃走2. take sth. off (sth.):1) lift and move sth. from (sth.) to another positionTake your hand off my shoulder2) deduct an amount of money from (sth.)She bargained with the trader till he agreed to take 50p off the price.3. absorb: vt1) (usu. passive) completely hold one’s attention (usu. followed by in2) take in3)endureMatch the above definitions with the sentences below:The sponge absorbed all the spilt water.She won’t be able to absorb another heavy blow.Totally absorbed in writing the computer software, Michael ordered take-out food when he washungry, slept on the office floor when tired out4. reflect: v.1) be a sign of; show Does the literature of a nation reflect its politics?2) make a visible image of The still water reflected the full moon3) consider, think of I must reflect upon what answer to give.He reflected on his past mistakes.5.correspond: vi.1) exchange letters regularlyLove grew between Lu Xun and Xu Guangping as they kept corresponding with each otherHave you been corresponding with him?2) be in agreement, harmony, or conformityI assure you my actions will correspond with my words.Her job corresponds with her interests.3) be similar or equivalent in character, quantity, origin, structure, or functionThe American Congress corresponds to the British Parliament.6.fertile: adj.1) (of land) able to produce good cropsThe land is so fertile that three crops a year can grow.Human civilizations first bloomed in fertile lands along big rivers. China is a case in point.2) highly or continuously productive; prolificHe is fertile of imagination.Collocation:fertile soil / fields 肥沃的土壤（土地）fertile showers 及时雨a fertile mind 想象力丰富的头脑be fertile in expedients 会随机应变7.request: 1) v. ask (a person) to do somethingAll I request of you is that you should be early.I requested him to use his influence on my behalf.NB: request 一词后如果接宾语从句，则从句中用虚拟语气should + v. (原形)，或省略should，直接用v. (原形)。

上外全新版大学英语综合教程讲义-book3-unit7

女Book ⅢUnit 7 Making a LivingText A Life of a SalesmanFirst PeriodⅠ.Teaching Objectives:Students will be able to1.Understand the main idea (Bill Porter the salesman will never give in) and the structure of the text(4 parts divided by the author with asterisks, flashbacks);2.Appreciate the characteristics of journalistic writing;3.Grasp the key language points and grammatical structures in the text;4.Conduct a series of reading, listening, 预付and writing activities related to the theme of the unit.Ⅱ. Pre-reading Task:1. Background informationTom Hallman Jr., the author is a senior reporter specializing in features at The Oregonian. He joined the paper in 1980 and covered the police beat for a decade, longer than any reporter since the 1950s. While covering cops, Hallman began writing feature stories -- at first off the beat, then the stories of everyday people. He was a Pulitzer Prize finalist in beat reporting in 1995 and in feature writing in 1999. He has won the Ernie Pyle Award for human-interest writing, the ASNE Distinguished Writing Award for nondeadline writing (twice), the feature-writing award from the Society of Professional Journalists and the Livingston Award for Young Journalists.Bill Porter, the salesman in the story is a 65-year-old Portlander with cerebral palsy. He speaks with great difficulty and is a cripple with one of his limbs useless. When he was a young man, the state considered him unemployable and suggested he collect disability payments. He refused. Eventually he applied for a job in Watkins to work as a sales representative. He works on straight commission and gets no paid holiday. For several yeas he was Watkins’ top retail salesman and made much profit for the company. For more than 40 years he's earned a living selling Watkins products door-to-door in a territory. Bill Porter does rise above his limitation and gain dignity as a human being.If you are interested in Bill Porter’s story, you can send letters for Mr. Porter to Tom Hallmanc/o The Oregonian1320 S.W. BroadwayPortland, OR 972012. Discussion: what will you do in college in order to make a living after graduation?(1)Enrich yourself by soaking up knowledge as much as possible for knowledge is power.(2)Master some skills essential for qualification for some jobs.(3)Much practice is also needed and apply what you’ve learned in class into your work..(4)Build up other necessary qualities: being persevering, having a good state of mind,hard-working, tolerant, enterprising, willing to learn new things, having group spirit.2. Sales Promotion:Sales promotion is the work of selling a product by all useful methods such as:(1)powerful advertising;(2)personal persuasion of possible customers by visit, phone or letter;(3)exhibition;(4)displays and demonstrations;(5)competitions for prices;(6)free samples;Four stages in promoting a product:(1)attract the attention of potential customers;(2)arouse interest in the product;(3)create desire for its benefits;(4)encourage customers to take prompt action.3. Make a dialogue:Ask two pairs of students to make a dialogue. One acts as a salesman who sells electronic dictionary. The other acts as a potential customer, who should try every means not to buy. And the salesman must use all possible methods to persuade the customer to buy. Ten minutes later they should act before the class.4. Role-playOne student will act as a salesperson. All other students will act as his/ her potential customers. He/She will have ten minutes to persuade other to buy his/ her goods. One of them can buy from the salesperson. All other must come up with an excuse not to buy.Words or expressions available: This is our (model); it costs only (prices); it’s suitable for (purpose); we can deliver to your door; it’s available in (color) and (size); we can offer a discount of (％); we have a good after-sales service etc..5. After the role-play, the following questions can be raised:1) What are the basic qualities of a good salesperson? Which is essential? Why?---courage; thick skin; physical fitness; imagination; pleasing tone of voice, nice facial expression; hard work, perseverance, endurance etc.Some salesperson may work hard and intelligently, use their imaginations well until they meet a succession of refusal and turndowns. It is here that the salesman with stand in his soul, persistence in his backbone and courage in his heart, comes right back and whips the salesman who does not have those qualities.The most successful salesmen in the worldJoe Girard(乔吉拉德): world's greatest salesperson, best selling author and motivational speaker - sales training, lectures, meetings, conventions!Milton Kotler（弥尔顿·科特勒）: international well-known salesman, chairman of KMG, 25 years sales experience.Cremant Stone（克里曼特·斯通）: has $38000 billions, born in slum, but succeeded at last with his hard work.The qualities they share: ability of self-discovery, inspiration, judgment and learning2) Do you think it is easy for a handicapped person to be a salesperson? Why or why not?From the role-play we know the sale of goods is rather a difficult job. So it is even more difficult for a handicapped one, like Bill Porter in Text A. ( suggested proverbs such a s Nothing is impossible to a willing mind 世上无难事，只怕有心人; something attempted, something done 有所为，必有所成etc.).Second PeriodDictationOnce upon a time, a young girl stood in front of the parishioners (教区居民) in a Boston church. She opened her mouth to sing, and a huge voice came out, moving the congregation to tears. At that moment the girl heard the voice of God tell her, “You’re gonna be famous.”From that time on, the girl knew that she was destined for greatness. That girl grew up to become Donna Summer.Ⅲ. Text Organization: Narrative writingThe text falls into four parts as divided by the author with asterisks ******, each describing thepara11-20 (past tense) his disability, his schooling, and his hard struggle to make a living for himself para71 (past tense) his back surgery and the selling of his houseQuestion1Try to find the hero’s words, physical and mental activities that can depict how he suffers from his deformity.Answer: para4. He takes the first unsteady stepsPara5. With trembling hands he assembles his weaponsPara10. Porter senses the stares. He looks at the floor.Para24. His first stop today, like every day, is a shoeshine stand where employees tie his laces.(He can not tie the laces himself)Para51Spices?“No.”Jams?“No. Maybe nothing today, Bill.”Porter’s hearing is the one perfect thing his body does. Except when he gets a live one. Then the word “no”does not register.Para82. With great care he climbs the stairs to his bedroom.Question2What can you learn from the hero’s perseverance?Question3Try to find the shift of tense in the story.Answer: two flashbacks are in past tense; the rest are in present tense. We may use present tense to tell a story like the parts of our text except two flashbacks.Question4 How does his mother help him to overcome his deformity? Will you make a comparison between the mothers in Unit Four Book One, Unit Five Book Two, and Unit Seven Book Three.Para2. Some days, he feels like surrendering. But his dead mother’s challenge echoes in his soul. (encouragement)Para15. What could his future be? Porter wanted to do something and his mother was certain that he could rise above his limitations. With her encouragement, he applied for a job with the Fuller Brush Co. only to be turned down. He couldn’t carry a product briefcase or walk a route, they said.(belief in him and encouragement)Para16. Porter knew he wanted to be a salesman. He began reading help wanted ads in the newspaper. When he saw one for Watkins, a company that sold household products door-to-door, his mother set up a meeting with a representative. The man said no, but Porter wouldn’t listen. He just wanted a chance. The man gave in and offered Porter a section of the city that no salesman wanted. (helping him to find a job) Ⅳ. Language Points:1.linger: 1) spend a long time doing sth.e.g. My daughter used to linger long over her meal.There will be no time to linger---the press conference will begin in a few minutes.2) stay for a long time, esp. because one does not want to leave.e.g.: It is a dreary little town where few people would choose to linger.2．dignity: the quality of being worthy of honor or respect,e.g.: She always acts with great dignity.If you are wrong, admit it. You wo n’t lose dignity, but you will gain respect.Possess dignity: 有地位，有身份Maintain one’s dignity: 保持尊严Stand upon one’s dignity: 摆架子，逞威力Beneath one’s dignity: 有失体面3．cripple: 1) cause to become unable to move or walk properlye.g.: At the beginning of the year 2000 crippled children were to receive care.Peter’s father was crippled by a stroke.2) damage or harm (sb/sth) seriouslye.g.: His business was crippled by the fire.The terrorists’ attack has not crippled the US economy.4.betray: 1) show a lack of loyalty to; be disloyal/ unfaithful toe.g.: Greed made Judas betray Jesus for 30 pieces of silver.2) give away or make knowne.g.: He betrayed the secret to his friends.Her face betrayed her nervousness.5.gain on/upon: come closer to, especially a rival of sth pursued.e.g.: She gradually gained on the other runners in the race.6. tremble: shake from cold, fear, weakness, etc.e.g.: Her hands grew very cold and trembled so that she could hardly hold the flag.The whole house grew very cold and trembled as the train passed by.shake: cause (sb / sth to ) move quickly and often jerkily from side to side or up and down;(of a person) terrible, quivere.g.: The earth shook under us.She was shaking with cold.shiver: tremble, especially from cold or feare.g.: She shivered at the thought of going into the dark house.tremble: shake involuntarily ( from fear, cold, weakness, etc.); quiver; shake slightlye.g.: His voice trembled with rage,The bridge trembled as the train sped across it.quaver: ( of a voice or musical sound) shake, tremblee.g.: Her top noted quavered a little.quiver: ( cause sth to ) tremble slightly or vibratee.g.: The moth quivered its wing.7. pledge: a solemn promisee.g.: The boy made a pledge to get straight A’s at the end of the semester.vt.: make a solemn promise or agreemente.g.: The witness will be required to pledge that they will say nothing but the truth in court.swear: ( cause sb to ) make a solemn promise or statement about sth.e.g.: Witnesses have to swear on the Bible to tell the truth.vow: make a vow about sth; swear, promise or declare solemnlye.g.: He vowed that he would lose weight,8. limit: point or line beyond which sth does not extend; boundary.e.g.: 1) within the city limits; 2) He tried my patience to its limits.limitation: limiting, being limited.e.g.: resist any limitation of their powers.Homework: Try to memorize the new words.Third PeriodCheck the new words the students learned last periodⅤ. Text analysis:1. Journalistic writingThis article first appeared in a newspaper; therefore it carries many characteristics of journalistic writing:(1)Third-person narrative is usually preferred over third-person narrative for it is objective.(2)Journalists have great esteem for objectivity. They claim to have "the third eye", being able tosee what ordinary people ignore, and see to that they won't be blinded or misled by other people's opinions or assumptions.(3)An eye-catching beginning.(4)The vocabulary is simple; the sentences and paragraphs are short, sometimes elliptical.(5)Conversations can be transcribed word by word if they illustrate the theme.2. Writing strategy: how to write a synopsisA synopsis is a summary of a longer piece of writing. A synopsis writer should keep in mind thefollowing requirements:（1）His synopsis should not be longer than a third of the length of the original passage.(2) His synopsis does not express his but someone else’s ideas.(3) It should be faithful to the original with no change in facts and views.(4) All the important points in the original should be included whereas all the details can be omitted,To wire a synopsis of an article, follow the steps described below:(1)Read the passage carefully and make sure you realize fully what is being said.(2)Make a list of the main points, leaving out details.(3)With the help of this list, write a rough draft of the synopsis, using your own words as far aspossible.(4)Compare your version with the original passage and make sure you haven’t distorted themeaning of the original or added to it.(5)Count the number of words in the draft.(6)Revise your first draft.(7)Write out a fair copy of your synopsis.Ⅵ. Post-reading task: Role play:After learning the story, ask several students to read the text thoroughly and complete the dialogue between Bill Porter and his customers in the story.Ⅶ. WritingDirections: For this part, you are allowed to write a composition in no less than 120 words according to the given title and outline. First look at the model below.Choosing the Right Career1．选择合适的职业很重要。

上外全新版大学英语综合教程讲义-book2-unit4

Unit Four The Virtual WorldTeaching Objectives1. Ss should grasp the main idea of text A——Despite the many negative effects of virtual life, the author prefers it to real life.2. Ss should understand the structure of the text——Contrast between virtual life and real life.3. Learn some rules of interpreting new vocabulary and usage related to computers and the Internet in English4. Grasp the key language points and grammatical structures in the text.The First Two Periods (90minutes)Part I. Review of Unit Three (10minutes)Part II. Introductory Remarks:1. Ask Ss to answer the following questions: (15minutes)1) Do you like surfing online? How long do you spend online every day?2) What do you usually do online?——checking email, chatting with friends, acquiring information, reading and watching news, watching films, purchasing, etc.3) What do you think are the advantages and disadvantages of the Internet?——advantages: Life becomes more convenient with the help of the internet.①We can communicate with relatives and friends through email, QQ, MSN despite the distance between us.②We can acquire information, news, knowledge more quickly.③we can purchase some items we need with a cheap price online without going out.——disadvantages:①Harmful information also spread rapidly. Virus spread quickly.②Some students are indulge in net-games and lots of precious time is wasted.③Cyber-love appears which is not real.④Some people conduct illegal affairs and cheating through the Internet.⑤some kind of criminals such as hackers’ crimes.2. Listen and appreciate the poem Surfing the Internet(10 minutes)You are not the only one who likes surfing the net, most of the people nowadays like logging onto the web. The following poem tells us the experience and feeling of an employee who surfs the net in his company.1) Listen and explanation of the poem2) T asks Ss the following questions:①What was the hero doing when his boss came in? (Surfing the Internet)②How did he act in front of his boss?(He pretended to be surprised at the computer which had crashed “unexpectedly”.3. Now you may guess out what we are going to talk in the unit. It’s something about the Internet. Here I’d like to share with you some Internet-related words and formation forms. (15 minutes)The following combining forms/prefixes “C yber-, virtual, Net- (net-), Web- (web), and E- (e-)”are computer and Internet related vocabulary in English.2) combining forms/prefixes + verb.Cybersurf (网络漫游), netsurf (网络漫游), websurf (网络漫游), email (发送电子邮件)3) “cyber”, “net”, etc. + suffix.cyberian (cyber+ian, 网络用户), cyberphobia (cyber+phobia, 电脑恐惧症),cybernaut (cyber+naut, 网络用户), cyberize (cyber+ize, 使联网),webify (web+fy, 使万维化), netter (net+er, 网民)4) Clipped words.Cyberdoc (cyber+doctor, 网络医生), netcast (net+broadcast，网络播放),netiquette (net+etiquette, 网规), netizen (net+citizen, 网民),netpreneur (net+entrepreneur, 网络企业家), webcam (web+camera, 网络摄像机), webliography (web+bibliography, 网络书目), webnomics (web+economics, 网络经济),webzine (web+magazine, 网络杂志), e-tailing (electronic+retailing, 电子零售),e-zine (electronic+magazine, 电子杂志).Part III. Detailed Study of Text A1. Leading in (2 minutes)As we have discussed just now, the Internet has its advantages and disadvantages. Some people think that the world Internet brings to us is not real, as the title of the Unit suggest, it’s a virtual world. Some of us like to live a life in contact with real things and real people, but others favor a virtual existence. Which life is better? I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles.2. Text Organization (15 minutes)Step one: Let students read the text quickly and try to find the answer to the following questions.1) How does the author manage her daily life?2) How does the author behave when she is suddenly confronted with real live humans?3) What does the author do to restore balance to her life?4) Does the author feel happy when she returns to the real world? Why and why not?Step two: T draws Ss’ attention to divide the text into four parts with reference to Text Organization 1 in page 107.Structure:Part 1: paras 2-3 description of the author’s virtual lifePart 2: paras1, 4-10, 13 how she feels about it after staying on the Net for a whilePart 3: para 11 what she does to return to the real worldPart4: para 12 how she feels about the real worldThe first paragraph tells about the consequences of living a virtual life and the last tells about the author’s return to it. Together, they show us the dilemma people are in: because of modern technology, we have a choice between a virtual life and real life, but we find both unsatisfactory. The author, however, finally has to choose the latter despite its negative effects.3. Cultural notes (see reference book)4. Analysis of the Text in Detaili) Analysis of Paragraph 1 (15 minutes)Step one:Ask Ss to read paragraph 1 and answer the following question:The author tells us that “after too long on the Net, even a phone call can be a shock”, How does shesupport the point in the following sentences?——My boyfriend’s accent, secretary’s clipped tone.Step two: paraphrase1) My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily understoodwords on screen.——After long time of reading his words on screen, it’s impossible for me to interpret his Liverpool accent all of a sudden.Attention: Adjectives followed by an infinitive active in form but passive in meaning.Adjectives like easy, hard, impossible, difficult and tough could be followed by an infinitive which is active in form but passive in meaning.(Refer to page 113, exercise III)…becomes impossible to interpret. = …becomes impossible to be interpreted.Step three: Language points1) virtual2) interpret: distinguish interpret and translate3) clipped: pronounce clearly 发音清楚的4) tone: distinguish tone (语气语调) and accent (口音)She took an angry tone with the reporters. 她带着怒气与记者说话He has an American accent. 他说话带美国口音5) rejecting: make other rejectreject: To refuse to accept, submit to, believe, or make use of.拒绝：拒绝接受，屈服，相信或使用e.g. reject an offer of help拒绝别人提供的帮助6) stretch: (cause to) become longer, wider, etc. without breakingstretch one's legs: 伸长腿; 出去遛遛stretch out a helping hand: 伸出一只援助的手stretch every nerve to do sth.: 全神贯注地做某事7) highlight: An especially significant or interesting detail or event.最重要的或最有趣的细节或事件5. Homework: preview the rest part of the text (7minutes)1) Try to summarize the author’s feeling and behavior after long time on the net.2) Find out what does the author do to restore balance to her life?The Second Two Periods (90 minutes)1. Review (10 minutes)1) Please tell us the some prefixes and combining forms related to the Internet and computer. And cite some examples.2) Translate the following sentences①My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily woods onscreen.显示屏上看惯了我男朋友那些一目了然的文字，他的利物浦口音一下子变得难以听懂。

上外全新版大学英语综合教程讲义

Unit 2“Future”; is a puzzling word for all the people in this world; including the scientists and the common. What will the world be like in five hundred year’s time A thousand years’ time Or more Some people are pessimistic; and fear that things can only get wore because people may be slaves of the developed science and technology. Others are optimistic; looking forward to a better world and a happy life with the development of science and technology. In this Unit; we are given two texts about “smart cars”; a kind of intelligent products that bring so much convenience to people in the future. Then let’s come to Unit2 and learn something about “smart cars” in about 7 classes..Objectives in Unit 2:⒈words and phrases:alert application capability convert correlate decreaseincrease drastically eliminate expansion prototype manufacturing in the air take control of get/be stuck in turnsth. into/become a reality appropriate implement outline permanent thereby at the start of by means of in cooperation with⒉structure:①double prepositions②V. + it +adj. + to do③“P.P” present or past is used as adjective to modify noun.⒊ learn some techniques in expository writing definition; quote; a mixture of facts and opinions; etc.4. writing:how to write a resume need explaining in detail--- for homework to introduce next unit.For the first period: 1st ;2nd class have a revision of Unit 1 and come to Unit 2words and phrasesText A Smart CarsⅠSOME QUESTIONS for group discussion: 30 minutes①What will the world be like in the future worse or better What aspect do you think in the worldwill change most—Worse: destroyed by the people themselves; war; depend excessively on advanced science and technology to become lazy; indifferent; lack love between people and people; the Judge Day.—Better: make good use of science and technology to improve the world; a world garden; a society like Communist Society; happy life; share—Aspect: people’s life ; way of thinking; custom②With the development of science and technology; what will happen to cars What can be called“smart cars”—In the film “007”; a “smart car ” is described. It was a transportation for Bond and the name was “the vanish”. It was a car of “adopted camouflage. Tiny cameras on all sides…project the image they see onto a light-emitting…polymer skin on the opposite side. For the casual eyes; it’s as good as invisible. Plus all the usual refinements; ejector seat…”③Would you like to drive a smart car Why or why notLike—convenient; comfortable; a vehicle avoiding traffic accidents; safe; with many functions that we can imagineDo not like—can not enjoy the pleasure of driving a car; too complex④ Free writing :Finish it in ten minutesYou may begin with the sentences:A. If I could afford a car; I will buy one without hesitation because…….B. Even if I could afford a car; I may not actually want to drive one because…...State your viewpoints to the other students in your groupⅡ Background information Introduction of Cars : 10 minutesThe invention of cars ─ The first self-propelled car was built by Nicolas Cugnot in 1769 which could attain speeds of up to 6 kms/hour. In 1771 he again designed another steam-driven engine which ran so fast that it rammed into a wall; recording the worlds first accident.Some famous brands of cars ─General MotorsFord Motor CompanyFord Lincoln Mercury Mazda V olvo Jaguar Land Rover Aston MartinDaimlerChrysler 戴姆勒-克莱斯勒DaimlerChryslers’ passenger car brands include Maybach; Mercedes-Benz; Chrysler; Jeep®; Dodge and smart. Commercial vehicle brands include Mercedes-Benz; Freightliner; Sterling; Western ;Star and SetraToyota Toyota is a world famous brand of cars. The company is in Japan Mercedes-Benz This brand has stood for more than 100 years. It is a German company.From the questions we discussed in the above; we can get a general impression on the future world and the smart cars in the future. Smart cars that can see; hear; feel; smell; talk; and drive on their own… all that sounds like a dream maybe become a reality with the help of computer revolution and with the appearance of smart cars; the modern science and technology will bring some effects on man in the future possibly. Thereby; let’s look at the first text “Smart Cars”.Ⅲ TEXT ORGANIZATION: 15 minutesPart one paras 1—3 New technology will have a dramatic impact on cars andhighways in the 21st century.Part two paras 4—9 With the aid of advanced technology; smart cars will bedesigned that they can help eliminate traffic accidents; determinetheir own precise locations and warn of traffic jams.Smart cars are superior to the ordinary cars in many ways: let the students findanswers in this part①Smart cars can see; hear; feel; smell; talk; and act.②They can eliminate most car accidents.③They can alert the police and provide precise location if stolen.④They can monitor one’s driving and the driving conditions nearby.⑤They can alert the driver who feels drowsy.⑥They can locate your car precisely and warn of traffic jams.Part three paras 10—13 GPS and “telematics” will make it possible tobuild smart highways; which will benefit us inmore than one way.ⅣKEY POINTS in the text: 30 minutesPart one⒈questions: — What are the effects of the computer revolution—It brings the development of automobile industry and theappearance of the smart cars become possible.⒉language points: ① turn into/become a reality ─ Her dreams of being a college stude nthas turned into a reality.②para1 phrase “remain unchanged” 保持一种状态Keep warmremain untouched remain silentpara2 rank as: put…in a class 被列为…They all agree to rank Addison as a great essayist.…as among… double preposition. Exercise 1 for structurepara3 key to: sth. that provides an answer to a problem or a mysteryGeneral Motors Corporation 通用汽车公司ITS program: 智能运输系统Intelligent Transportation System program ITS improves transportation safety and mobility and enhances productivity through the use of advanced communications technologies.Intelligent transportation systems ITS encompass a broad range of wireless and wire line communications-based information and electronics technologies. When integrated into the transportation system's infrastructure; and in vehicles themselves; these technologies relieve congestion; improve safety and enhance American productivity.Homework: ① review the key points we have leaned in the part one.② preview the following text; find the difficult sentences; try to memorize the wordsand expressions in the vocabulary.For the second period: 3rd ;4th classPart two⒈questions: ① ─In what aspects are the sm art cars superior to the ordinary cars text organization 2②─What new technology have already been adopted in developing the cars ─We have had the cars that can monitor one’s driving and the driving conditions nearby; We have had the cars that can determine how sleepy you are as you drive; and in Japan cars with navigational capability have been built.⒉ language points: para4 ① don’t bother to do: take trouble 麻烦Don’t bother toget dinner for me today; I’ll eat at a restaurant in tow n.② via prep. 通过by way of④in the air : uncertain— My plan are still quite in the air.There is a peculiar smell in the air.Para 5 ① scan for② Should you make a serious mistake;… subjunctive moodIf you should make a serio us mistake;…Para 6 ①MIT: 麻省理工学院Massachusetts Institute of Technology; one of the world’s leading research universities; in Cambridge; Massachusetts. In 1865; the school was opened in Boston by geologist William Barton Rogers who became its first president. Throughout its history MIT has held a worldwide reputation for teaching and reach.② underestimated/overestimatedPara 7 question: what are the two of the most frustrating things about driving a car And how to overcome it①tune to②They make it po ssible to determine your location…V. + it +adj. + to doExercise 2 for structurePara 8 convert to ─change from one form or use to another followed by into/toThe signal will be converted into digital code.Para 9 correlate ─have a mutual relationship or connection; in which one thing affects or depends on another followed by with/toA mothers smoking in pregnancy correlates with low birth weight in her baby.Part three:⒈questions: How to use GPS and “telematics” in automobile industry in the future What are the benefits—Blind individuals could use GPS…the list of potential uses is endless; put the smart cars on smart high ways—This could prove to be an environmental boon as well; saving fuel; reducing traffic jams; decreasing air pollution; as serving as an alternative to highway expansion.⒉language points: ①be poised to do: be ready to do The automobile company is poised to launch its new advertising campaign.②…as the price of microch ips drops to below a penny a piece…double preposition exercise on page52③GPS:全球性定位系统The Global Positioning System GPS is a satellite-basednavigation system made up of a network of 24 satellites placed into orbit by the U.S.Department of Defense. GPS was originally intended for military applications; but in the 1980s; the government made the system available for civilian use. GPS works in any weather conditions; anywhere in the world; 24 hours a day. There are no subscription fees or setup charges to use GPS.Homework: ①review the whole text; especially the key points. Learn to analysis and translate some long sentences if necessary.② finish the exercises.For the third period: 5th classHave a dictation and explain the rest exercises of text A; especially the words; phrases and translation; help the students memorize all the language points.Dictation: turn it into reality automobile industry manufacturing industry start up the engine alert the police get stuck in traffic a precise frequency decreasing airpollution highway expansion send put a radio signal application approximately eliminate lucrative convert______changed the world during the 20th century; _______in the United States and other industrialized nations. They are indeed of great use to us; but they have brought some______ as well; such as noise and air______; and highway______. It is reported that automobile accidents _____among the leading causes of death or injury throughout the world. Fortunately modern innovators are reinventing the automobile. New propulsion systems; fuels; designs; and means of ______cars have all developed rapidly in the past decade. For example; by using the _____-aided global positioning system GPS; a computer in the automobile can _____the vehicle’s precise position; and with the application of sensors; smart cars can _____most cars accidents. Automobiles; particularly; hazards; pollution; fatalities; rank; manufacturing; satellite; locate; eliminateExplain the exercises together; especially vocabulary; structure; cloze .6th class come to text BText B Intelligent vehiclesObjectives:1.This text is used as a fast reading to practice student’s ability for reading comprehension.2.Try to grasp the new words and phrase listed in the box.3.learn to comprehend the sentences and translate them into Chinese.Step one: give students 15 minutes to read the text and at the same time finish the following questions for first seven N; Y and NG; the next three brief answer s●We only eliminate the more that ten percent of the traffic crashes that are caused by humanerrors by driving the intelligent car. N●We can infer that the author believes that human drivers cannot travel close behind othervehicles. Y●The author mentions the Futurama as an example to explain a failed attempt at automation.N●Visual systems for observing the road are better than magnetic systems because they do notneed special equipment buried in the road. Y●For observing other vehicles; laser systems are preferred in the USA. NG●Onboard computers are better than roadside computers for setting lane speed. N●The author’ attitude towards the future development of automatic transport system ispositive. Y●The distances and closing rates to preceding vehicles can be measured by a _____or a_________. Radar; laser rangefinder●The _______ of these driver muscle functions are electromechanical devices installed inthe automated vehicle. Equivalents●The luxury of being chauffeured to your destination might be enjoyed by all; not justthe__________. Wealthiest individualsStep two: Text Organization─Part one 1—2 the benefit to be gained from the intelligent vehicles─eliminate the traffic crashes; reduce antisocial driving behavior; the entire population can enjoy it; reduce the pollution and fuel consumption Part two 3—15 the way intelligent cars work and the remaining changes as to their application.1.it is a realistic prospect to have intelligent cars in the near future.2.it is possible to determine accurately a vehicle’s position and orientationrelative to the lane’s center.3.The distances and closing rates to preceding vehicles can be measured by aradar or a laser rangefinder.4.the electromechanical devices control the car completely.puters in the vehicles and those at the roadside decide when and whereto change the course.6.There remains a number of difficulties to be overcome; technical onesespecially.Part three 16 the promising future of intelligent cars.Homework：preview the text；read the text in detailFor the forth period:Step three: key points─1.outline / deadline/ headline/ online/ underline2.implication─n. implication for sb./sth.The new report has far-reaching implications for the future of broadcasting.这一新报告对广播业的前途有些意味深长的暗示..V. imply His silence implied agreement.3. feasible: possibleIt is not feasible to follow your proposals.n.feasibilityWe should do a feasibility study before adopting the new proposals.4. in cooperation with: This report is produced by the Government in cooperation with thechemical industry.V. cooperate adj. cooperative5. diverse: on different kinds; varied people from diverse culturesV. diversify diversify one’s skillsn. diversity a wide diversity of opinions6. permanent: lasting/ everlasting/ durable/ enduringimpermanent/ temporary7.appropriate: adj. ~ for/to sth. His formal style of speaking was appropriate to the occasion.You will be informed of the details at the appropriate time.v.take sth. for one’s own use; without others’ permission 挪用;窃用He was accused of appropriating club funds.8. means: way; method All possible means have been tried.By means of ─ lift the load by means of craneBy all means ─yes; of course; certainlyBy no means ─ not at all She is by no means poor.9. perceive: become aware of; notice; observeThe patient was perceived to have difficulty in standing and walking.~ sth. as sth.I perceived his comment as a challenge. 我认为他的批评是对我的激励..Some sentences that needs paying attention:① These are vulnerable to weather problems and provide less accurate measurement; but they do not require special roadway installations; other than well-maintained lane markings.“be vulnerable to”易受影响的;“other than ”除了; He never speaks to me other than to ask for something.这类系统易受气候变化的影响;提供的信息将不够准确; 但它们不需要特别的道路设置;只需将路面标志维护好就行了..② However; it should not take long for the costs to become affordable to a wide range of vehicle owners and operators; especially with many of the enabling technologies already being commercialized for volume production today.“it takes some time for sb. to do sth. ”句型affordable: sth. that can be able to afford然而; 不用多久;其成本就能为广大车辆拥有者和驾驶者所接受;尤其是目前不少可以应用的技术已经走向市场;开始了批量生产..③ The largest impediment to introduction of electronic chauffeuring may turn out to be the general perception that it’s more difficult and expensive to implement than it really is.电子驾驶应用的最大障碍可能在于一种普遍的观念; 认为这一技术的应用比实际情况更困难; 更昂贵..④Given all of this experience in implementing safe automated transportation systems; it is not such a large leap to develop road vehicles that can operate under automatic control.“given”─ prep. taking sth. into account 考虑到某事物Given the government’s record on unemployment; their chances of winning theelection look poor考虑到所有这些安全运用自动化交通运输系统的经验;开发由自动控制操纵的公路车辆算不上什么大的飞跃..Finish Text B; and then come to Page 66; for essay writing. how to write a resume. Help the student to write a resume for homework.Dictation for this Unit:1.At the beginning of the race; the runners were bunched together on the track; but later some ofthem got ahead and left the others behind.2.Our vacation was a disaster: the food was terrible; and the weather was awful as well.3.Medical evidence shows that smoking and lung cancer are correlated.4.At the beginning of the reform period; approximately 11;000 students went aboard to pursuefurther study.5.The United Nations Environment Program works in cooperation with other UN bodies.6.American culture possesses an unusual mixture of patterns and forms forged from among itsdiverse peoples.7.Recent innovations in software have enabled animators to create a more realistic sense ofmovement.8.Standard language is usually more appropriate in formal situations because people have come toexpect it on those occasions.9.All countries subject their banks; however owned; to government regulation and supervision;normally implemented by central banking authorities.10.The Security Council of the United nations has 15 members; five of which hold permanentseats.。

上外全新版大学英语综合教程讲义-book2-unit8

上外全新版⼤学英语综合教程讲义-book2-unit8⼤学英语第⼆册Unit 8 Protecting our EnvironmentHomework：Preview text ARead the new words and phrases before class，then read the text in detail and surf the internet to fulfill the following tasks.1.Make the title, Saving Earth, but Only for Man, into a complete sentence.Suggested answer: We must protect the earth’s environment so that it can better save human beings.2.What is a sensible environmentalism?Suggested answer: A sensible environmentalism, the only kind of environmentalism that will win universal public support, begins by unashamedly declaring that nature is hero to serve man. A sensible environmentalism is entirely man-centered: it calls for man to preserve nature, but on the grounds of self-preservation. (in Para5)(Detailed explanation can be found in Paras2,6,8,14)3. As for sensible environmentalism, what’s your comment?Suggested answer: I think it is really “sensible” since both humans and environment are taken into consideration in the suggested practices of it. But, sometimes it is difficult to achieve a balance between man and nature. For example, in para11, it is recommended that the cost of preserving the spotted owl is not supposed to the loss of livelihood for 30,000 logging families. Sensible environmentalism is still not a perfect solution, since an alternative has to be made.4. Surf the internet to find out how our environment is polluted.Suggested answer: air pollution, water pollution, soil pollutionAir pollution is the accumulation in the atmosphere of substances that, in sufficient concentrations, endanger human health or produce other measured effects on living matter and other materials. Among the major sources of pollution are power and heat generation, the burning of solid wastes, industrial processes, and, especially, transportation. The six major types of pollutants are carbon monoxide, hydrocarbons, nitrogen oxides, particulates, sulfur dioxide, and photochemical oxidants. Water pollution is the introduction into fresh or ocean waters of chemical, physical, or biological material that degrades the quality of the water and affects the organisms living in it. This process ranges from simple addition of dissolved or suspended solids to discharge of the most insidious and persistent toxic pollutants (such as pesticides, heavy metals, and nondegradable, bioaccumulative, chemical compounds)Soil pollution is the degradation of the Earth's land surface through misuse of the soil by poor agricultural practices, mineral exploitation, industrial waste dumping, and indiscriminate disposal of urban wastes. It includes visible waste and litter as well as pollution of the soil itself.Teaching ObjectiveSs should grasp the main idea——we should adopt a sensible environmentalismSs should grasp the structure——each part contains a contrastPeriod One (90 minutes)1. Introductory Remarks & DiscussionNowadays with the rapid development of science and technology, people’s life has been improved a lot. But at the same time it has brought many problems. The issue of environmental protection has been talked about over and over again, and people have gained a deeper understanding of the relationship between environment and development. In our view environment protection must be carried out in coordination with economic and social development, protection, consumption and environment of mankind cannot sustain if the problems of resources and environment are neglected. Many environmental problems arise causing loss and destruction. That’s why we should give the problem so much concern and come up with so many associations.Step one: ask students to discuss the environmental situation and in what way to protect it. Step two: suggested answer: Environmental situation:1) the ozone reductionPossible consequences: skin cancer; yet cataracts; destruction of plankton2) the greenhouse effect: the gradual slight warming of the air surroundings the earth because heatcannot escape through its upper levels.Possible consequences: melting icecaps; flooded coastlines; disturbed climate; dried up plains 3) Acid rainPossible consequences: corrode the constructions; destroy the crops4) atmosphere/noise/water body/ soil/ biological pollution5) industrial waste gas, waste water and waste solid matters6) deforestation7) soil erosion8) water shortageSuggested solutions:1) heighten people’s awareness of protection environment2) ensure the rational use of natural resources3) tap renewable resources and keep ecological balance4) recycle waste water5) perfect transportation vehicles to keep them from discharging wastes.6) develop greenbelt and forestations7) give economic sanctions in addition to legal penalties to those who pollute environment anddestroy nature.2. Cultural notes: (see reference book) P84Environmental protection organization: list some important environment protection organizations in China and UN. China Council for International Cooperation on Environment and Development (CCICED) Division of Early Warning and Assessment (DEWA)World Conservation Monitoring CenterGIWA: Global International Waters AssessmentUNEP Regional Resource Center for Asia and the Pacific (RRCAP)ENRIN: Environment and National Resource Information Network in Central/ EasternEurope3. Concerning the environmental problems arising today, let’s take a look at Text A to find out whatnew ideas the author offers to us.Theme: we should adopt a sensible environmentalismStyle: argumentative writingStructure: Part I: paras 1-5 (it is important to distinguish between environmental necessities andenvironmental luxuries and apply the fundamental principle of sensibleenvironmentalism)Part II: paras 6-11 (a sensible environmentalism does not sentimentalize the earth)Part III: paras 12-14 (man is the master of nature)4. Detailed Analysis of the TextPart oneStep one: ask Ss to browse the part to find out the major viewpoint and supporting details.The major viewpoint of the text is that human beings must save nature for themselves.Supporting details: 1. the ozone layer; skin cancer; plankton2. the greenhouse effect; melting icecaps; disturbed climate; dried up plains3. man’s self-preservationStep two: answer the following questions:1) What are the two steps one should take to make a choice among the different proposalsconcerning environmental protection?——first distinguish between environmental luxuries and environmental necessities. Then apply a rule.2) What are environmental luxuries and what are environmental necessities? (refer to the text)3) What examples does the writer give to illustrate environmental necessities?——preserving the atmosphere, by both protecting the ozone layer and halting the greenhouse effect is an environmental necessity.Step three: detailed learning of the textParaphrase:1. Environmental sensitivity is now as required… or aversion to nylon.——In upper-class society people gradually develop the awareness of environmental protection and such an attitude is born among them in the same way they show strong belief in democracy and strong dislike of nylon.2. Luxuries are those they… we must have regardless.——…luxuries refer to those which would be very nice for us to have if they don’t cost much.Instead, necessities are those we must have at any cost.Key words and phrases:1. aversion: strong dislike aversion to2: proposal: a plan or idea which is suggested for people to think about and decide uponproposal for; proposal to do sth.propose: (followed by a that-clause in subjunctive mood)——We proposed that he take n immediate action.3. in the name of: for the reason of, using the excuse of4. fundamental: of the basis or foundation of (followed by to)5. call for: require; demand6. on the ground of/ on…grounds: for reason of5. Homework: preview the rest part of Text ATry to find out what’s the difference between sensible environmentalism and sentimental environmentalism.Period Two (90Minutes)1. Review1) Translate the following sentences:a. Environmental sensitivity is now as required an attitude in polite society as is, belief indemocracy or aversion to nylonsb. Luxuries are those things it would be nice to have if costless. Necessities are those things wemust have regardless.c. Scientists reported that ozone damage is far worse than previously thought.d. Are we prepared to see Iowa acquire Albuquerque’s climate? And Siberia acquires Iowa’s?2) Try to find out what’s the difference between sensible environmentalism and sentimental2. Analysis of Part TwoStep one:Central argument: a sensible environmentalism does not sentimentalize the earth.Supporting details: oil war and the reindeerThe spotted owl and logging familiesStep two: answer the following questions:1. What is the Gaia theory? What does the writer think of it?——it is a scientific theory which claims that earth is a living organism. The author thinks it is nothing more than sentimental.2. On what grounds do the sentimentalists stand against oil drilling in Alaska? What is their mainconcern?——They argue that we should be conserving energy instead of drilling for it.Step three: language points:Paraphrase:1. “of course, this man centeredness runs against the grain of …to the point of excess”——of course, man centeredness, which sensible environmentalism advocates is contrary to the desire of a contemporary environmentalism that shows too much concern for the earth.2. “… as much as the next man”——as much as the average man3. but it is no more than that——but its importance should not be exaggerated.Key words and phrases1. resistance: opposition (followed by to)resist: v.2. vote: express one’s choice in favor of (a person, political party)V ote on/ for/ against3. to the point of: to a degree that can be described as——to accomplish the task, the employer worked his staff to the point of exhaustion.(a case in point/ on the point of doing/at the point of)4. nothing more than: just the same as; onlye.g. you needn’t report to him he is nothing more than a clerk.5. rage: continue with great force; be intenseRage: n. fly into a rage6. work one’s way: manage to reach or go through; make efforts to attain one’s goal.(make/feel/fight/elbow/shoulder/zigzag one’s way)7. deny: refuse to grant or allowDeny sb. sth.3. Analysis of Part IIIStep One:Central point: man is the master of natureSupporting details: man’s well-being firstWho should accommodate and howHumanistic environmentalismStep two: answer the following questions：1. According to the author what should be the relationship between man and nature?——Nature is man’s charge, it is not man’s master. It is to be respected and even cultivated.But it is man’s world. And when man has to change between his well-being and that of nature will have to accommodate.2. What will the sentimental environmentalists think of the writer’s way of saving nature? How does the writer respond?——（refer to the last paragraph）Step three: language points1. bind: tie or fasten2. accommodate: adoptAccommodate with: supply with sth. that is needed esp. money/Accommodation3. concern: n. 1) thing that is interesting or important to sb.2) worry or anxietyConcern for/ about/over; concern that…4. conserve: to keep from being wasted5. economic: of economicsDesigned to give a profitEconomical: careful in the spending of the money time or resources4. Analysis of Writing Skills in Text AIn text A, the author employs many methods to present the argument (argumentative methods) and make it persuasive.1. Contrast: environmental luxuries vs. environmental necessitiesSensible environmentalism vs. sentimental environmentalismman vs. nature2. Concession: (para 8) “The country does need a substantial energy tax to reduce consumption, butit……”(para 10) “I like the reindeer as much as the nest man. And I ……But you can’t have everything.”3. Quotation: para 8 quotes Protagoras’ principle: “Man is the measure of all things”4. Examples: para 3,8,10,11, 135. Definition: The definition of “luxuries”and “necessities”in para 2 and of sensibleenvironmentalism in para 5.6. Cause and effect: para 3 Ozone reduction causes skin cancer7. Data: para 7 “……that killed more 125,000 Bengalis and left 10 million homeless.5. Homework:Finish all the exercises of text APreview text BFind out ways to protect our environment.Period Three1. Exercises1) True or Falsea. According to the text, we should abide by all of the proposals, restrictions, projects,regulations and laws in the name of the environment. (F)b. It is an environmental necessity to protect the ozone layer and halt the greenhouse effect. (T)c. Ozone reduction is the only reason that causes skin cancer and eye cataracts. (F)d. The sensible environmentalism is the only kind of environmentalism in our society. (F)e. As a sentimental environmentalist, the author thinks that nature is here to serve man. (F)f. A person who believes in Gaia Theory usually worships the earth to the point of excess. (T)g. The Protagoras’ principle is a sentimental environmentalism. (F)h. According to the author, man should never accommodate to nature. (F)2) Translate the following phrases into Chinese and then fill the gaps with those phrases. come through, in the name of, on the ground of, call for,go/run against the grain, nothing more than, to the point of, work one’s waya. We should attend the lecture on time, it is nothing more than a shower.b. It really goes against the grain to have to go into the office at weekends.c. The old man was 90 years old and lucky to come through his operation.d. He attended the party in the name of his father.e. She has to work her way through law school because of her poverty.f. The urgent situation calls for immediate action.g. His manner was abrupt to the point of rudeness. 他举⽌粗鲁，近乎唐突。

上外全新版大学英语综合教程讲义-book4-unit5

上外全新版⼤学英语综合教程讲义-book4-unit5Unit five crueltyLearning objectives:Students will be able to:1.Grasp the main idea and structure of the text;2.Give reasons when they do the ranking activities and make predictions;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 thetheme of the unit.Pre-reading tasks:1.Upon first seeing the title, what kind of story it is in your guess?2.Can we judge a person by his/her appearance? Why? or why not?First periodI. Listening practice(15m)For a long time, scientists have suspected that life exists on other plants besides earth, but until recently, they had very little evidence to support this theory. Not long ago, some pieces of rock from outer space were discovered in Australia. This discovery has stirred up a lot of excitement among experts throughout the world because these rocks contain chemicals similar to those found on earth and in our own bodies. This indicates to some specialists that life, in some form, is not only possible but also probable on other planets. Other scientists agree that there is a possibility of life on other planets but perhaps had flourished and died off many millions of years ago.Questions:1.According to this passage, does life exist on other planets?－Possibly.2.What did the rocks from other space contain?－Chemicals similar to those found on earth.3.What about the experts’ reactions to this discovery?－this discovery has stirred up a lot of excitement.II. Review work (15m)1.Upon first seeing the title, what kind of story it is in your guess?Possible answer: Upon first seeing the title, we may think, "oh, it’s just another story about how people helped their friend in need!"However, when we finish reading it, we will find it is an entirely different story. Those who appear to be friendly may turn out to be so evil-minded as to be ready to strike a cruel blow at a friend in need, just like Edward Burton in this passage.2. Can we judge a person by his/her appearance? Why? or why not?Possible answer: some people seem easy to understand because their character appears obvious on first meeting. But appearances are not always reliable. They can be deceptive or misleading sometimes.III. Background information (10m)Maugham, William Somerset (1874—1965)Maugham, William Somerset was British novelist, playwright, short-story writer, andhighest paid author in the world in the 1930s. His novels and short stories are characterized by great narrative facility, simplicity of style, and a disillusioned and ironic point of view. His reputation stood higher with the public than with critics. He believed that man’s fate is usually determined by accidents beyond his control, so his attitude to life was somber and pessimistic. He was influenced a lot by Guy de Maupassant. He was born in the British Embassy in Paris and studied medicine at the University of Heidelberg. His partially autobiographical novel of Human Bondage (l915) is generally acknowledged as his masterpiece and is one of the best realistic English novels of the early 20th century. One story, Rain, which appeared in The Trembling of a Leaf(1921), was also turned into a successful feature film. Popular plays written by Maugham include The Circle(1921), East of Suez(1922), The Constant Wife(1926) and the anti-war play, For Services Rendered(1932). Other novels contributing to his worldwide fame include The Painted Veil(1925), Cakes and Ale(1930), Christmas Holiday(1939), The Hour Before the Dawn(1942). He also wrote satiric comedies——The Circle (1921) and Our Betters (1923).In his later years Maugham wrote his autobiography, Summing Up (1938) and works of fiction such as The Razor's Edge (1945), Catalina (1948) and Quartet (1949).IV. The structure of Text A (50m)Part One (para1) It is no easy to judge people, for they aren’t always what theyappear to be.Part Two (para2-3) Kind and gentle, Edward Burton, a wealthy merchant, appearedas if he could not bear to hurt a fly.Part Three (para4-51) As it turned out, Burton was cold-blooded enough to send afriend to certain death.Explain the three parts in details:Part one: we get some clues about Maugham’s point of view: even thoughhe has been studying his fellowmen for thirty years, he still feels it hardto judge people, for they aren’t always what they appear to be. What’smore, the longer he knows people the more they puzzle him.Attention to the two phrases:1.shrug one’s shoulders: raise(one’s shoulders) slightly to express doubt,indifference, ignorance, etc.2.for sb’s part/the part of sb.: as far as sb is concerned.Eg. For my own part I am against the belief that men should dominate the nature rather than live in harmony with it.Part two:Almost the entire Part two is devoted to the description of Edward Burton’s kindly appearance and ple asant manners. Neither the “I” in the story nor readers could imagine him hurting a fly. Yet in Part Three Burton recounts cold-bloodedly how he destroyed a human life. (contrast)Questions to help the students understand this part:1.Does the narrator think our first impressions of a person are always right? Why orwhy not?The narrator thinks that our first impressions are always deceptive, because he found that the longer he knows people the more they puzzle him. (L2-5)2.What was Edward Burton by profession? How did he look?He was a merchant. (L7) He was a tiny little fellow, not much more than five feet four in height, and very slender, with white hair, a red face much wrinkled, and blue eyes. (L13-15)3.What struck the narrator most about Edward Burton? How does the narratordescribe this obvious side to Burton’s character?What struck the narrator most is Burton’s kindness. (L27) The narrator gave a detailed description of Burton’s appearance and manners: There was something very pleasing in his mild blue eyes. His voice was gentle; you could not imagine that he could possibly raise it in anger; his smile was benign…(L27-29) Summary of part two:The two paragraphs give us a vivid description of Edward Burton, so ask the students pay attention to the following descriptive words: a merchant doing business in Japan; tiny little fellow, not more than five feet four in height (165cm), very slender, white hair, a red wrinkled face, blue eyes, neatly and quietly dressed; fond of playing bridge, not talkative, sensible language, humorous, popular in the club, a united and affectionate family, very kind, gentle voice, benign smile; aself-made man. All these descriptive words made others think that he is a kind man, so kind that he can not bear to hurt a fly. Language points:1.(all) of a piece:the same in all parts; the same as sth. elseEg. The style of the book is all of piece, in both illustrations and text.The essays he completed in the latter part of his life are of a piece with his earlier work.all of a piece = all of one pieceOther usages of piecemaster piece杰作; 杰出的事;tear to pieces撕碎; 彻底摧毁; 痛斥2.in accordance with: in agreement or harmony withEg. Students will be criticized or punished if their behavior is not in accordance with school regulations.Some young people are self-centered, which is not in accordance with Chinese traditional values.act in accordance with the rules 根据条例⾏事3. something of:to some degreeEg. It’s something of a disadvantage nowadays if you can’t use a computer.They haven’t got a loan from the bank, which is something of dis appointment. Second periodI. Review work: dictation (10m)Don’t judge by appearances because they can be misleading or deceptive sometimes. Just like Edward Burton in this passage, he is a merchant doing business in Japan for many years. He is very slender and always neatly- dressed in accordance with his age and station. Both in appearance and manner he suggests a man all of a piece until I hear the story from his own mouth about his cruelty andcold-bloodedness.II. Part three(25m)Part One and Part Two are narrated by “I”, who offers his subjective opinion of Burton’s character. Yet in Part Three Burton himself takes over the narration to tell what happened between him and a friend in trouble. He sounds cool and objective; just because of this he is shown to be so vicious and so cold-blooded. Teacher should arouse students’ attention to the shift of person in the narration.Section one (para4-16): what Edward knew about Lenny.Lenny: a remittance man, who plays bridge well, a good guy, often well-dressed, smart-looking, curly hair and pink-and-white cheeks, which make himhandsome, drinks too much.Attention to Edward’s expressions when he was telling sth. about Lenny. His kindly chuckle made me think that he could lose money at bridge with a good grace. Section two (para17-31): How Edward responded to Lenny’s request.Edward Burton: when Lenny came to Edward for help, he was rather surprised and couldn’t help laughing, then he turneddown Lenny’s request mercilessly. Because of Lenny’s insist, he asked if Lenny could do sth. else except playing cards. Hearing that Lenny can swim, he showed his disdain by saying, “I could hardly believe my ears; it seemed such an insane answer to give.” From this part we can get some clues about Edward’s hard heart.Section three (para32-51): How Edward, a “kind” gentleman, handled a friend indesperate need of help.Ask the students to cover this section and try to find some evidences of Edward’sbeing cruel and cold-blooded.Possible answer: 1)The currents round the beacon were more than Lenny couldmanage.2)He knew Lenny was not in good condition and he had ruined hisconstitution by drink and dissipation, esp. when Lenny hesitated,he even encouraged him to accept this challenge.3) He didn’t get a v acancy in his office at that moment.III. Language points(25)1.oddly enough:used to say that sth. seems strange or surprisingE.g. oddly enough = strangely enoughChildren’s books, oddly enough, continued to have a big place in retail sales.Oddly en ough, some of the students don’t know how to log on the Internet.2. in a way: to a certain extent but not entirelyE.g. I agree with you in a way, but there are still some areason which I can’t see eye to eye with you.It’s easier for men to get work in a way.c.f. in a big way⼤规模地; 豪华地; 隆重地in a great way⼤规模地; 豪华地; 隆重地in a family way不拘礼节地, 家常随便地; 怀孕in a general way⼀般说来, ⼤体上in a good way昌盛地, 富裕地in a hundred and one ways千⽅百计地3.with (a) bad/good grace: unwillingly and rudely/willingly and happilyE.g. After I talked to him for an hour, he admitted his mistake with bad grace.My mentor accepted my invitation to dinner with good grace.c.f. get into sb. good graces博得某⼈的欢⼼good graces好意, 友意; 宠爱have the grace to (do) 有... 的雅量, 有勇⽓…make one's graces⾏礼with an ill grace勉强地, 不情愿地with a good grace⾼兴地, 欣然地with an easy grace态度⾃若4.stick to:refuse to abandon or change (sth.)E.g. Mike, you just tell the cops what you saw; stick to your story.The old man stuck to jogging every morning although he was eighty years old.5.down and out:having no money, home, etc.E.g. When he was down and out, none of his friends gave him a helping hand.Shortly after his company was declared bankrupt, the manager became down and out.6.be taken aback: be shocked or surprisedE.g. She was taken aback when a man answered the phone.I was taken aback when I found my computer was gone.IV. Summary(30m)1.Writing skills: contrastMaugham, the famous British short writer, shows us how powerful contrast is in deli neating a person’s character.Upon first seeing the title, readers may think: “ Oh, no. Another story about how people helped their friend in need!” However, when they finish reading it, readers will find it is an entirely different story: Those who appear to be friendly may turn out to be so evil-minded as to be ready to strike a cruel blow at a friend in need.Almost the entire Part two is devoted to the description of Edward Burton’s kindly appearance and pleasant manners. Neither the “I” in the story no r readers could imagine him hurting a fly. Yet in Part Three Burton recounts cold-bloodedly how he destroyed a human life.Part One and Part Two are narrated by “I”, who offers his subjective opinion of Burton’s character. Yet in Part Three Burton himself takes over the narration to tell what happened between him and a friend in trouble. He sounds cool and objective; just because of this he is shown to be so vicious and so cold-blooded.When contrasts abound, it is hard for readers to easily predict what will happen next.2.Sentence structure:Unless: it is used to talk about a situation that could happen, or something that could be true in the future. If you know that sth has not happened or that sth is not true, use if…not.指将来可能发⽣或可能真实的情况⽤unless;如果知道事情没有发⽣或不真实则⽤if…not.(see the exercise on P177).Eg. You won’t get paid for time off unless you have a doctor’s note.If you weren’t always in such a hurry, your work would be much better.It happens that…or one happens to do/be doing…(see the exercise on P178.2)V. Homework1.Re-read the passage and describe Edward Burton in one paragraph about 60words.2.Finish the vocabulary exercises on P172-173 and the translation on P180.3.Preview task of Text B.1). Cover all the words and phrases in Text B esp. the following ones:mercy revenge depend on let go put a stop to2). Log on the Internet and consult some info. about Hemingway.3). Read the text and try to find the main idea.Third periodI. Dictate the following sentences(15m)1.Don’t judge by appearances-appearances can be deceptive.2.People must have small sight or great vanity if they think that first impressions arealways right.3.He was always neatly and quietly dressed in accordance with his age and station.4.His being small and frail aroused our instinct of protection.5.He has accepted my invitation with a good grace.II. Homework checking (35m)III. Background information about Ernest Hemingway (1899-1961)(15m) Ernest Hemingway was born on 21st July 1899 in Oak Park, a suburb of Chicago, Illinois. At the age of 17 Hemingway published his first literary work. He died aged 61 in 1961, of self-inflicted gun shot wounds. He was a world-renowned US writer of novels and short stories. He created a style of writhing using short, simple sentences, and received the Nobel Prize for literature in 1954.Hemingway was a myth in his own time, and a myth in American Literature. He made a great contribution to the development of a new style in America, the colloquial style—simplicity, apparent naturalnessdirectness, clarity and freshnessconcrete and specific wordscasual and conversational wordsshort sentences, sometimes ungrammaticalHe wrote all his life about one theme, which is neatly summed up in the famous phrase “grace under pressure”, and created one hero to act that theme out. Hemingway’s public image was one of a tough guy, whom even an air-crash could not kill.IV. Tell the students the story of The Old Man and the Sea briefly in order to help them understand Hemingway’s writing style (25m)It is a short novel, a fable of a kind, about an old Cuban fisherman Santiago and his battle with a great marlin. For 84 days, Santiago does not catch a single fish but he does not feel discouraged. He goes far out into the sea and hooks agiant marlin. A desperate struggle ensues in which Santiago manages to kill the fish and tie it to his boat, only to find that on the way home he has to fight a more desperate struggle with other dangerous giant sharks, which eat up a marlin, leaving only a skeleton. The old man brings it home and goes to bed to dream, almost dead with exhaustion.Here in Santiago we see the spirit of the noble-if tragic-Hemingway type of individualism, contending with a force he knows it is futile to battle with. He keeps on fighting because he believes that “a man is not made for defeat…A man can be destroyed but not defeated.” However the man eventually comes to the realization that in going far out alone, “beyond all the people in the world”, he has met his doom, and he feels good to be one of the human and the natural world. That he begins to experience a feeling of brotherhood and love not only for his fellowmen but also for his fellow creatures in nature is a convincing proof that Hemingway’s vision of the world has undergone a profound change.Fourth periodI. Ask the students to scan the passage and try to finish the comprehension check on P187. (25m)II. Teachers summarize the story as following (25m)This short story describes a tough and handicapped fellow. In a bloody fight, he lost his two eyes. Though leading a hard life, he never felt discouraged; but rather, he wanted no pity from others and took all these in an easy way, which makes others in the saloon, feel free to talk about his fighting in his present. He never minded when other people called him “blindy”that he earned after the fierce fight. It is amazing that he could ask his enemy Willie Sawyer who made him blind to give him a ride, and didn’t feel offended when he put him out of the car letting him walk lonely in an extremely cold night. However, when talking about that guy, he showed no trace of hatred or anger on his face. He is so optimistic and generous that he almostforgot about that fighting night, and even joked with him while Willie Sawyer still felt uncomfortable when they met. So he said “He ain’t got no sense of humor at all”, “you know that Willie Sawyer he’ll never be a man of the world”, which implied and proved that he remained to be a man of the world though he suffered a lot from his loss of eyes. Through blindy’s story, Hemingway illustrates again that “A man can be destroyed but not defeated.”As long as one has a strong will, he can still regain happiness by forgetting about the unhappy past and forgiving the person who has ever hurt him.III. Go over the underlined sentences in the passage and let some students translate them. (20m)IV. A writing practiceWrite a composition about 120 words on the topic Make Our Cities Greener, try to conclude the essay by suggesting a solution. (see writing strategy on P191) The following outline may be helpful.1.城市绿化现状。