武汉大学大一英语教材
武汉大学英语教材答案
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通过这些答案，您可以更好地理解和掌握英语教材中的知识点，提高英语学习的效果。
以下是针对不同教材章节和题型的答案解析：《新视野大学英语》Unit 11. Multiple Choice: B2. True or False: False3. Completion: traditional, communication, citizens, generation, modern, attitudesUnit 21. Multiple Choice: C2. True or False: True3. Completion: exhibition, enthusiastic, ancient, musical, performance, spectacularUnit 31. Multiple Choice: A2. True or False: False3. Completion: tropical, adventure, fascinating, exploration, mysterious, jungle《大学英语（第四版）》Unit 11. Multiple Choice: B2. True or False: True3. Completion: applied, dedicated, participate, succeed, positive, opportunityUnit 21. Multiple Choice: A2. True or False: False3. Completion: fuel, resource, solar, pollution, environment, renewableUnit 31. Multiple Choice: C2. True or False: True3. Completion: dramatic, performers, gesture, dialogue, audience, emotion《剑桥商务英语教程》Unit 11. Multiple Choice: C2. True or False: True3. Completion: exports, overseas, competitors, strategy, investment, potentialUnit 21. Multiple Choice: B2. True or False: False3. Completion: pension, insurance, investment, stocks, portfolio, profitUnit 31. Multiple Choice: A2. True or False: True3. Completion: reputation, competition, headquarters, industry, marketing, promotion这些是对几本常见武汉大学英语教材中的题目的答案解析。
大学生英语教材第一册
大学生英语教材第一册IntroductionThe first book of college English textbook is an essential learning material for college students studying English as a second language. In this article, we will explore the content and format of the first book, highlighting its importance and relevance to the needs of college students.Chapter 1: Introduction to English LearningThis chapter serves as an introduction to English learning for college students. It covers the basic concepts of language acquisition, the importance of English proficiency, and the role of the first book in developing language skills.Chapter 2: Phonetics and PhonologyThe second chapter focuses on phonetics and phonology, helping students understand the sounds and pronunciation of English. It introduces the International Phonetic Alphabet (IPA) and provides exercises to enhance listening and speaking abilities.Chapter 3: Vocabulary BuildingBuilding a strong vocabulary is crucial for effective communication. This chapter presents various methods for expanding one's vocabulary, including word formation, context clues, and the use of dictionaries. It also provides practice exercises to reinforce learning.Chapter 4: Grammar and Sentence StructureChapter four delves into the fundamentals of English grammar and sentence structure. It covers parts of speech, verb tenses, sentence patterns, and common grammatical errors. The chapter provides comprehensive explanations and exercises to improve grammatical accuracy.Chapter 5: Reading and ComprehensionDeveloping reading skills is essential for understanding written English. This chapter introduces different reading strategies, such as skimming, scanning, and inferencing. It includes a variety of texts, such as news articles, essays, and short stories, to enhance comprehension skills.Chapter 6: Writing SkillsWriting skills are crucial for academic and professional success. This chapter focuses on various writing elements, including organizing ideas, constructing paragraphs, and developing argumentative essays. It also provides guidance on proper grammar and vocabulary usage in writing.Chapter 7: Listening and SpeakingEffective listening and speaking skills are essential for communication in both academic and social settings. This chapter provides listening materials, such as dialogues and speeches, to enhance comprehension. It also offers speaking activities to improve fluency and pronunciation.Chapter 8: Cultural InsightsUnderstanding cultural differences plays a significant role in effective communication. This chapter explores cultural topics to promote intercultural competence among students. It discusses cultural aspects suchas greetings, gestures, and traditions, providing students with a broader cultural understanding.ConclusionThe first book of the college English textbook is a comprehensive guide for college students to develop their English language skills. With its diverse content, well-structured lessons, and ample opportunities for practice, it equips students with the necessary tools to succeed in their English learning journey. By mastering the material in this book, college students will be well-prepared to communicate confidently and effectively in English-speaking environments.。
大学英语教材大一第三版
大学英语教材大一第三版Introduction大学英语教材大一第三版是一本经典的大学英语教材，适用于大一学生学习英语。
本教材内容充实且全面，以帮助学生建立英语基础为主线，涵盖了听、说、读、写等多个方面的技能。
通过本教材的学习，学生能够全面提升自己的英语水平并应对日常交流和学术写作的需要。
Section 1: 基础知识本教材的第一章为基础知识部分，涵盖了英语语言的起源、语法基础、词汇积累等内容。
这部分的学习旨在帮助学生了解英语语言的基本构成和规则，为后续的学习打下坚实的基础。
Section 2: 听力理解第二章至第四章为听力理解部分，通过大量的听力材料和相关练习，帮助学生培养听力技能和理解能力。
学生将通过听取各种不同场景下的对话、短文和讲座等来提高自己的听力水平，同时学习如何抓住关键信息和进行信息转化。
Section 3: 口语表达第五章至第七章为口语表达部分，旨在培养学生的口语交流能力。
通过对话、角色扮演、辩论和小组讨论等活动，学生将积极参与到口语表达的实践中，提高自己的口语表达能力，包括流利度、准确性和交际能力。
Section 4: 阅读理解第八章至第十章为阅读理解部分，通过大量的阅读材料和相关练习，帮助学生提高阅读能力和阅读理解能力。
学生将接触到各种题材的文章，包括新闻报道、科技文章、文学作品等，通过阅读理解活动，培养自己的理解能力和分析思维。
Section 5: 写作能力第十一章至第十三章为写作能力部分，学生将学习如何进行写作训练，包括写作结构、写作风格、语法运用等方面的内容。
学生将通过写作练习，提高自己的写作能力，包括应对日常生活和学术写作的需要。
Section 6: 综合能力训练第十四章为综合能力训练部分，通过综合性的练习和评估，帮助学生综合运用所学的听、说、读、写等技能。
学生将在这个部分进行模拟测试，检测自己的学习成果，同时针对不足之处进行补充和提高。
Conclusion大学英语教材大一第三版是一本内容全面、结构科学的教材，通过系统的学习，可以帮助学生全面提升听、说、读、写等多个方面的英语能力。
全新版大学生英语教材3
全新版大学生英语教材3全新版大学生英语教材 3Introduction:The introduction of a new edition of the university-level English textbook is an exciting and significant event in the field of education. As language learning is vital for students' communication skills and academic success, the third edition of the university-level English textbook aims to provide comprehensive and effective language learning materials for students. This article will explore the key features and improvements found in the all-new edition of the textbook.1. Enhanced Language Skills Development:The new edition of the university-level English textbook places a strong emphasis on developing students' language skills. Each unit incorporates a range of stimulating activities, such as reading comprehension exercises, listening tasks, and writing assignments, to cultivate students' abilities in reading, listening, speaking, and writing. By integrating these language skills into every aspect of the textbook, students will be able to acquire a well-rounded language proficiency.2. Engaging Authentic Materials:To provide students with authentic language exposure, the new edition of the textbook incorporates a variety of real-life materials that reflect the language used in contemporary contexts. These materials include newspaper articles, interviews, podcasts, and videos, enabling students to grasp theEnglish used in daily conversations and professional settings. By engaging with authentic materials, students can enhance their understanding of the language's cultural and social aspects.3. Culturally Diverse Topics:Recognizing the importance of cultural competence in today's interconnected world, the new edition of the textbook includes culturally diverse topics. The units encompass various themes, such as traditions, customs, and current affairs from different countries and regions. This allows students to not only strengthen their language skills but also develop a broader perspective and understanding of different cultures.4. Grammar Focus:Grammar is an essential component of language learning, and the new edition of the university-level English textbook dedicates a comprehensive section to grammar. The grammar exercises and explanations are designed to guide students in understanding and applying grammatical rules effectively. By systematically exploring grammar concepts, students can develop a solid foundation for their language proficiency and accuracy.5. Vocabulary Expansion:Expanding vocabulary is crucial for students to express themselves fluently and accurately in English. The new edition of the textbook presents a wide range of vocabulary-building activities, including word families, collocations, idioms, and phrasal verbs. By actively engaging with vocabulary exercises, students can enhance their lexical repertoire and better articulate their thoughts and ideas.6. Focus on Academic Skills:As university students, the need for academic skills is paramount. The new edition of the textbook addresses this need by incorporating academic skills development throughout the units. Students will have the opportunity to practice essential academic skills, such as critical thinking, note-taking, summarizing, and presenting. By honing these skills, students can excel in their academic pursuits across different disciplines.Conclusion:The release of the new edition of the university-level English textbook is an important milestone in English language education. With its focus on comprehensive language skills development, engaging authentic materials, culturally diverse topics, grammar instruction, vocabulary expansion, and academic skills, the textbook serves as a valuable learning resource for students, helping them to achieve language proficiency and excel in their academic and professional endeavors.。
武汉大学参考书目
武汉大学参考书目人文科学学院310 马克思主义哲学原理：肖前主编《辩证唯物主义》和《历史唯物主义》。
马克思主义哲学原著：《1844经济学哲学手稿》、《关于费尔巴哈的提纲》、《德意志意识形态》、《路德维希·费尔巴哈与德国古典哲学的终结》、《哲学笔记》、《唯物主义与经济批判主义》、《实践论》、《矛盾论》。
311西方哲学史：西方哲学史：由陈修斋、杨祖陶主编的《欧洲哲学史稿》湖北人民出版社1987年；陈修斋主编《欧洲哲学史上的经验主义和理论主义》人民出版社1994年；杨祖陶著《德国古典哲学逻辑进程》武汉大学出版社1993年。
312美学原理：《美学概论》王朝闻著，人民出版社。
313宗教学概论：《宗教学通论新编》吕大吉主编，中国社会科学出版社，1998年。
314自然辩证法：1、恩格斯：《自然辩证法》（节选），载《马克思恩格斯选集》第四卷，人民出版社，1995年。
2、《自然辩证法概论》国家教委社科司组编，高等教育出版社，1996年。
3、《自然哲学与科学哲学》张华厦主编，中山大学出版社，1996年。
315文学基础：《中国文学史》袁行霈主编，高等教育出版社；《中国文学史》郭预衡主编，上海古籍出版社（二种任选一种）；《中国现当代文学三十年》（修订本）钱理群等著，北京大学出版社；《中国当代文学》（1—2），修订本，王庆生主编（华中师大当代文学编写组），华中师范大学出版社1999年版；《外国文学史简编》（欧美部分）朱维之主编，中国人民大学出版；《外国文学史》（亚非部分）朱维之主编，南开大学出版社；《文学概论》童庆炳主编，武汉大学出版社。
注：本专业考生不做本专业方面试题。
在试卷上注明。
316汉语基础：《现代汉语》胡裕树主编；《古代汉语》王力主编；《语法讲义》朱德熙主编317语言学概论：《语言学概论》高名凯、石安石著，中华书局：《语言学纲要》叶蜚声、徐通锵著，北京大学出版社。
318典籍与文化综合知识：《中国古文献学史》孙钦善著，中华书局；《中国古典文献学》吴枫著，齐鲁书社。
武汉大学生大学英语教材
武汉大学生大学英语教材IntroductionIn recent years, the demand for high-quality English language education has been growing rapidly. Learning English has become essential for students, especially those in universities, as it opens doors to various opportunities in international communication and career development. This article aims to explore the features and advantages of the English textbook used by students at Wuhan University - one of the leading educational institutions in China.Content Diversity and RelevanceThe English textbook used at Wuhan University offers a wide range of topics that are highly relevant and engaging to students. It covers various aspects of life, including education, culture, technology, and social issues. By incorporating diverse content, the textbook ensures that students not only improve their language skills but also gain a deeper understanding of different aspects of the world.Progressive Structure and Language ProficiencyThe textbook is carefully designed to meet the learning needs of students from beginner to advanced levels. It follows a progressive structure that gradually builds upon previously learned knowledge and skills. Each unit focuses on different language aspects, such as vocabulary, grammar, reading, listening, and speaking, ensuring a comprehensive development of language proficiency.Authentic Materials and Interactive ActivitiesOne notable feature of the English textbook is the use of authentic materials, such as newspaper articles, interviews, and multimedia resources. This provides students with exposure to real-life English usage, enhancing their language authenticity and cultural awareness. Moreover, the textbook incorporates interactive activities, including role-plays, group discussions, and debates, which promote active participation and collaboration among students.Integrating Language SkillsThe English textbook emphasizes the integration of language skills, enabling students to practice using English in various contexts. For instance, reading comprehension exercises are followed by discussion questions, encouraging students to analyze and express their opinions. Similarly, listening activities are complemented by speaking tasks, wherein students are encouraged to communicate their understanding verbally. This holistic approach ensures the development of well-rounded language competence.Supplementary Resources and Technology IntegrationIn addition to the textbook itself, Wuhan University provides supplementary resources and technological support to enhance the learning experience. Students have access to online platforms, interactive audio-visual materials, and language learning apps, enabling them to practice anytime and anywhere. This integration of technology fosters independent learning and enhances students' language acquisition beyond the boundaries of the classroom.Continuous Assessment and ImprovementThe English textbook used at Wuhan University incorporates regular assessments to monitor students' progress and identify areas for improvement. The assessments include quizzes, assignments, presentations, and exams, which encourage students to apply their knowledge and skills. Furthermore, feedback mechanisms are in place to provide constructive guidance, allowing students to identify their strengths and weaknesses and work towards continuous improvement.ConclusionThe English textbook used by students at Wuhan University effectively caters to their language learning needs. With its diverse and relevant content, progressive structure, authentic materials, and integrated language skills approach, it equips students with the necessary tools and knowledge to become proficient English speakers. By combining technology integration and continuous assessment, the textbook ensures a dynamic and effective learning experience. Wuhan University remains committed to providing students with high-quality English education, empowering them for future success in the globalized world.。
武汉大学专业文科英语教材
武汉大学专业文科英语教材IntroductionThe study of English as a foreign language is a vital part of the curriculum at Wuhan University for students majoring in humanities and social sciences. This article aims to introduce the professional English textbook used in the curriculum, its key features, and the benefits it offers to students.Overview of the TextbookThe specialized English textbook used at Wuhan University for students majoring in humanities and social sciences is designed to enhance students' language proficiency, particularly in the context of their chosen fields of study. It covers a wide range of topics that are relevant to their future academic and professional careers. The book is divided into several units, each focusing on a specific aspect of language learning and application.Language Skills DevelopmentThe textbook employs a comprehensive approach to language skills development, including reading, writing, listening, and speaking. Each unit integrates these skills to provide a well-rounded learning experience. In the reading sections, students are exposed to authentic academic texts and are required to analyze and comprehend the information presented. Writing tasks encompass various genres, from essays to research papers, enabling students to improve their written communication skills. The listening and speaking activities promote fluency and accuracy, encouraging students to engage in discussions and deliver oral presentations.Content-based LearningTo cater to the needs of students majoring in humanities and social sciences, the textbook incorporates content-based learning. This approach allows students to acquire both language skills and knowledge in their respective disciplines. The materials chosen for the textbook cover various subjects, such as literature, history, philosophy, and sociology. By studying these topics, students not only improve their language proficiency but also gain a deeper understanding of their academic fields.Cultural AwarenessRecognizing the importance of cultural competence in language learning, the textbook places emphasis on cultural awareness. It includes sections dedicated to exploring the customs, traditions, and values of English-speaking countries. This cultural component assists students in developing a broader perspective and fosters intercultural understanding.Authentic MaterialsThe textbook incorporates authentic materials to expose students to real-life language usage. These materials include newspaper articles, scholarly journals, interviews, and multimedia resources. By studying authentic materials, students develop the ability to comprehend and apply language in authentic contexts, preparing them for academic and professional endeavors.Technology IntegrationKeeping up with modern advancements, the textbook integrates technology into language learning. It provides access to online platforms and resources, enabling students to engage in interactive exercises, listen toaudio recordings, and submit assignments electronically. This technological integration enhances students' learning experience and facilitates self-study.ConclusionThe professional English textbook used in the humanities and social sciences curriculum at Wuhan University is an invaluable resource for students aiming to enhance their language proficiency and academic success. By focusing on language skills development, content-based learning, cultural awareness, authentic materials, and technology integration, the textbook equips students with the necessary tools to excel in their chosen fields of study. Through dedicated study and practice with this textbook, students at Wuhan University can effectively develop their English language abilities and expand their horizons in the humanities and social sciences.。
武汉大学 综合英语教材
武汉大学综合英语教材武汉大学综合英语教材IntroductionThe importance of English in today's globalized world cannot be overemphasized. As a widely spoken language, English plays a crucial role in education, business, and communication. This article aims to introduce the comprehensive English textbook used by students at Wuhan University, highlighting its contents and significance in enhancing students' English proficiency.Overview of the Comprehensive English TextbookThe comprehensive English textbook utilized at Wuhan University is designed to provide students with a solid foundation in the language. The textbook covers various aspects of English, including listening, speaking, reading, and writing skills. With a focus on practical usage, the textbook incorporates relevant themes and topics to engage students and promote effective learning.Listening SkillsThe listening section of the textbook aims to improve students' ability to understand spoken English in different contexts. It includes a wide range of listening exercises such as conversations, lectures, and interviews. Students are exposed to diverse accents and speech patterns to develop their listening comprehension skills.Speaking SkillsTo enhance students' speaking skills, the textbook incorporates various activities that encourage oral communication. Students participate in dialogues, discussions, presentations, and role-plays to practice expressing ideas and opinions effectively. Additionally, pronunciation exercises help students develop accurate pronunciation and intonation.Reading SkillsThe reading section of the textbook focuses on improving students' reading comprehension and vocabulary. It includes a variety of reading materials such as articles, essays, short stories, and excerpts from literary works. Students are encouraged to analyze the texts, identify key information, and develop critical thinking skills.Writing SkillsDeveloping strong writing skills is crucial for effective communication in English. The writing section of the textbook provides guidance on different types of writing, including essays, reports, emails, and formal letters. It emphasizes structure, coherence, and appropriate language usage, enabling students to express their thoughts clearly and coherently.Culture and CommunicationAn essential aspect of learning English is understanding the cultural context in which the language is used. The comprehensive English textbook at Wuhan University includes sections dedicated to cultural topics, allowing students to gain insights into English-speaking countries' customs, traditions, and social norms. This knowledge aids in effective cross-cultural communication.Significance of the Comprehensive English TextbookThe comprehensive English textbook used at Wuhan University offers significant benefits to students. Firstly, it provides a comprehensive approach to learning English, covering all essential aspects of language acquisition. Students can develop a well-rounded skill set in listening, speaking, reading, and writing.Moreover, the textbook incorporates authentic materials, reflecting real-life situations and language usage. This approach exposes students to genuine English language patterns, enhancing their ability to comprehend and use the language in practical contexts.Additionally, the textbook promotes independent learning through various exercises and activities. Students are encouraged to practice language skills outside the classroom, enabling them to continually improve their English proficiency.ConclusionThe comprehensive English textbook used at Wuhan University serves as a valuable resource for students aiming to enhance their English language skills. By covering all essential aspects of language acquisition and incorporating authentic materials, the textbook facilitates effective learning and equips students with the necessary tools for successful communication in English.。
《新标准大学英语综合教程》湖北大学版1U02activereading2
《新标准大学英语综合教程》湖北大学版1U02activereading2MappingMappingEmbarkationEmbarkationNavigationNavigationDestinationDestinationResourcesResourcesActive reading 2Active reading 2ChocolateChocolateEnhance your reading skills by using skimming and scanning techniques through in and out of classroom exercises Get to know the history of chocolate and its manufacture specificallyGet to know how chocolate may affect people in general (e.g. positive and negative effects)Use some expressions and grammar points from the textChocolateThe history of chocolateDiscussionQuiz on chocolateThe history of chocolateListen to the passage and fill the blanks.Historians believe the Maya people of Central America first learned to _________ cacao plants around two thousand years ago. The Maya took the cacao trees from the rainforests and _________ them in their gardens. They cooked the cacao seeds, then _________ them into a soft paste. They mixed the paste with water and flavorful _________ to make an unsweetened chocolate drink. The Maya _________ the chocolate drink back and forth between two containers so that the _________ had a layer of bubbles, grewcrushedspicespouredliquidMoreThe history of chocolateListen to the passage and fill the blanks.Cacao and chocolate were an important part of Maya culture. There are often _________ of cacao plants on Maya buildings and art _________. Ruling families drank chocolate at special _______________. And, even poorer members of society could enjoy the drink once in a while. Historians believe that cacao seeds were also used in __________________ ceremonies as a sign of the union between a husband and wife.imagesobjectsceremoniesmarriageQuiz on chocolateMatch each expression from Column A with the appropriate explanations in Column B.Quiz on chocolateclickclickclickclickclickclickMatch each expression from Column A with the appropriate explanations in Column B.Quiz on chocolateThe cacao is a tropical tree, the seeds of which are used for making chocolate and cocoa. These trees are native to Central and South America. They give several harvests of cocoa beans each year. Cocoa beans are used to make chocolate, but "cocoa" is also a hot drink made from cocoa powder and milk BackQuiz on chocolateThe Aztecs were natives of Mexico who were conquered by the Spanish in 1521. In the complex Aztec empire, the Aztecs ruled over many other tribes. Hernan Cortes, the Spanish leader, and fewer than 1,000 men defeated the well-organized empire in less than two years.clickBackQuiz on chocolateChocoholics are people who love chocolate and eat a lot of it. Similar words are workaholic (someone who works compulsively all the time) and shopaholic (a person who is addicted to shopping).BackQuiz on chocolateclickMars is one of the biggest manufacturers of chocolate bars. The Mars Bar is a chocolate bar manufactured by Mars Incorporated. A different chocolate bar with the same name was sold in the USA until 2002. It contained plain nougat, almonds, caramel and milk chocolate.BackQuiz on chocolateIf someone has a sweet tooth, they like to eat sweet food, such as cakes, puddings and ice cream. clickSugar, ice cream…BackQuiz on chocolateCocoa butter is a yellow vegetable fat from cocoa beans. It is used in making chocolate because ituntil they melt in the mouth.clickBack1. Do you like chocolate? If so, how often do you eat, and when? If not, why not?2. What are the good and bad effects of eating chocolate?3. What events or ideas do you associate with chocolate?4. Why do we love chocolate?DiscussionWork in pairs and discuss the following questions.clickclickclickDiscussion1. Do you like chocolate? If so, how often do you eat, and when? If not, why not?Yes. I love it. I don’t eat it very often, about once a week, because it is quite expensive. BackDiscussion2. What are the good and bad effects of eating chocolate?Chocolateenergynegativejoytoo much sugar in itbad for my healthpositiveBackDiscussionI associate it with holidays or Valentine’s Day.3. What events or ideas do you associate with chocolate?BackDiscussionIt gives people energy.we love it because it tastes sweet and milky.4. Why do we love chocolate?BackText organisationText explorationText evaluationComprehending the textMaking Aztec chocolateInterpreting the textText organisationRead the text quickly and fill in the flow chart to understand the structure of the text. MoreText organisationIn the 1800sIn the 16th centuryIn the end of the 19th centuryChocolate first came to Europe.The world’s best-selling typeclickclickSolid chocolate as we know it today appeared.clickPeople enjoy chocolate because they ___________________________, what’s more, choco late helps us ____________________________________________________________________.inherited from their parentsrelease hormones in the brain called endorphinsComprehending the textRead the passage quickly and answer the questions.More1 What are the similarities and differences between chocolate today and chocolate made by the Aztecs?2 Why was chocolate a luxury in the time of the Aztecs as well as when it was brought to Europe?3 How was solid chocolate made?4 Cocoa butter melts at the same temperature as that of the human body. Do we learn if this explains why we like chocolate?5 What aspects of chocolate interest scientists?Work in pairs and discuss the following questions.Comprehending the textclickclickclickclickclickComprehending the textIn both cases the cocoa beans are crushed and mixed with something to form a paste.SimilaritiesDifferencesThe Aztecs made chocolate with spices, but today’s chocolate is sweet. Aztec chocolate was liquid and most chocolate today is solid. Aztec chocolate was made purely from crushed beans and spices, whereas today cocoa butter and condensed milk is added.1. What are the similarities and differences of chocolate today with chocolate made by the Aztecs? BackComprehending the textThe passage implies that chocolate was a luxury because it was highly valued. The Aztecs paid taxes in cocoa beans, and for the Europeans it was expensive after the long sea voyage from Central America.2. Why was chocolate a luxury in the time of the Aztecs as well as when it was brought to Europe?BackComprehending the textCocoa beans were crushed into a powder, mixed with a liquid,then heated and poured into a mould, forming shapes as it cooled.3. How was solid chocolate made?BackComprehending the textNo. The text suggests there may be a genetic trait for liking chocolate. It talks about endorphins and other chemicals, but it does not make a clear connection between the melting temperature of cocoa butter and the reason why people like chocolate.4. Cocoa butter melts at the same temperature as that of the human body. Do we learn if this explains why we like chocolate?BackComprehending the text5. What aspects of chocolate interest scientists?We are interested inlearning more aboutthe effects of different chemicals in chocolate. BackMaking Aztec chocolateMoreMoreMaking Aztec chocolateMaking chocolate in the early 1800sbeansmix into amixturecool chocolate indifferent shapescrushadd waterget beansfromcacao treemake apowderheat themixturepour into amouldMaking Aztec chocolateMaking chocolate after 1825Making chocolate after 1825MoreInterpreting the textDifferent rhetorical modesWhen we read, we may find articles are written with application of the following rhetorical modes: Exposition: The purpose of exposition is to provide some background and inform the readers about the plot, character, setting, and theme of the essay/story or motion picture.Narration is a story that is created in a constructive format (as a work of writing, speech, poetry, prose, pictures, song, motion pictures, video games, theatre or dance) that describes a sequence of fictional or non-fictional events.MoreDescription: The purpose of description is to re-create or visually present a person, place, event, or action so that the reader may picture that which is being described.Argumentation is the interdisciplinary study of how humans should, can, and do reach conclusions through logical reasoningthat is, claims based, soundly or not, on premises. It includes the arts and sciences of civil debate, dialogue, conversation, and persuasion. It studies rules of inference, logic and procedural rules in both artificial and real world settings.Interpreting the textDifferent rhetorical modesNow, discuss with your partner, what rhetorical modes is applied in this passage?The rhetorical modes appliedexpositionInterpreting the textDifferent rhetorical modesMoreMoreInterpreting the textReasons for readingMoreInterpreting the textCharacteristics of different writings MoreInterpreting the textCharacteristics of different writings MoreDecide where you might see the passage. In a recipe book In a movie reviewIn a general interest magazineIn a scientific reportInterpreting the textMoreNot likely: There are not enough details about making chocolate and no instructions for using it in cooking.Interpreting the textIn a recipe book?MoreHighly unlikely: There is no information about a film or storyline as one would expect, even for a film in which chocolate is a major theme.Interpreting the textIn a movie review?MoreVery likely: The information is broad, without many specific details. There are several switches in the focus (from history, manufacturing, reasons for the popularity of chocolate to general science) which may keep the casual reader interested.Interpreting the textIn a general interest magazine?Not likely: There are no details of a research investigation (purpose, hypothesis, research methods, results).Interpreting the textIn a scientific report?MoreMoreWork in pairs and answer the questions about the features of the passage.Does it contain critical opinions?Does it refer to a film, a play, or a concert?Does it contain instructions on how to make a certain dish?NoNoMoreWork in pairs and answer the questions about the features of the passage.Are there lots of passive structures?Is it written in formal and objective English?Is it written for specialist readers?Is it written to inform or to entertain, or both?NoNoclickBothWork in pairs and answer the questions about the features of the passage.4. Are there lots of passive structures?There are some examples: It is made …; It was used …; Cocoa beans were crushed …; It is also known …; it is not really known … But such passive structures are not of a high percentage. Back After reading the passage, do you think chocolate is good or bad for you?Do you agree that chocolate gives you a similar feeling to when you’re in love?Do you find chocolate difficult to resist?If the appeal of chocolate is caused by its chemical composition, do you think chocolate should be regarded as a kind of drug?Text evaluationWork in groups and discuss the questions, each group with one question only.clickclickclickclickText evaluationI think chocolate is good for me in general, but one should not have too much of it.It makes me happy.Chocolate may induce migraines (a kind of very bad headache) for some people.1. After reading the passage, do you think chocolate is good or bad for you?benefitharmBackText evaluation2. Do you agree that chocolate gives you a similar feeling to when you’re in l ove?BackText evaluation3. Do you find chocolate difficult to resist?No, I’m strong-minded and disciplined; I’m wat ching my weight or ona diet; I don’t like it much anyway.Yes, I need it for an energy boost; I don’t think it is harm ful;I eat it with friends to be sociable.BackText evaluation4. If the appeal of chocolate is caused by its chemical composition, do you think chocolate should be regarded as a kind of drug?Chocolate isn’t a drug: It isn’t a medicine; it’s not really addictive; it’s not harmful, and scientists and medical organizations haven’t recognized it as a drug, so it shouldn’t be banned.Chocola te is a drug: It has addictive properties, but it’s not harmful in moderation, so it shouldn’t be banned.SummarisingTalking pointDebateQuestionnaireIs chocolate a healthy or junk food?For a ________, chocolate is extremely ____________. Chocolate as we know it today first appeared in the 1800s,when liquid chocolate was poured into a ________ to cool and become solid. Then the chocolate _____________ Lindt discovered how to make chocolate ________ by adding extra cocoa butter, and Daniel Peter first made milk chocolate using milk which had been ____________ and then mixed with cocoa paste, which gave it a smoother _______. But the __________ of chocolate is both an _________ characteristic and an effect of the 300 chemicals it contains, including vitamins. SummarisingSummarise the text by filling the blanks.luxurynourishingmouldmanufacturersnapcondensedflavourpopularitygeneticDebateDebate on people’s attitudes towards chocolate.Is chocolate a healthy or junk food?DebatePublished studies suggest cocoa and dark chocolate may decrease the risk of some lifestyle related diseases including diabetes (糖尿病) and cardiovascular disease (心血管病). Recent research shows that chocolate can provide natural health-promoting substances called flavonoids (类黄酮). Possible answer: Positive sideMoreDebateDebate on people’s attitudes towards chocolate.Since flavonoids seem to help prevent heart disease and cancer, the idea of eating chocolate sounds like a tempting and delicious way to better your health. However, although chocolate might be preferable to other treats, it is no substitute for vegetables and fruits, which also contain flavonoids. What’s more, anything eaten in excess is less than healthy—a chocolate treat once in a while is OK, otherwise it is fattening and damaging for your teeth in a long run.Possible answer: Negative sideQuestionnaire1. When you buy food, the most important thing is ____.(a) price(b) taste(c) appearance2. When you eat in a restaurant, you always ____.(a) try a little of everything(b) try only the things youlike to eat(c) eat everythingWork in pairs and answer the questionnaire. Do you both have similar tastes and attitudes to food? Do you eat to live or live to eat?3. If there is food left at the endof the meal, you usually ____.(a) leave it(b) try to eat some more(c) ask to take it away withyou4. If you have a choice, you’d eat ____.(a) Chinese food(b) Western food(c) all kinds of foodMoreWork in pairs and answer the questionnaire. Do you both have similar tastes and attitudes to food? Do you eat to live or live to eat?Questionnaire6. The food you’d be happy to leave out of your diet is ____.(a) meat(b) vegetables(c) fruit5. If you’re hu ngry, you usually ____.(a) wait until the next meal(b) have your meal early(c) have a snackMoreWork in pairs and answer the questionnaire. Do you both have similar tastes and attitudes to food? Do you eat to live orlive to eat?Questionnaire8. When you have lunch or dinner, what you enjoy most of all is ____.(a) the company(b) the food7. If you were away from home, the food you would most miss is ____.(a) noodles(b) rice(c) jiaoziMoreWork in pairs and answer the questionnaire. Do you both have similar tastes and attitudes to food? Do you eat to live or live to eat?Questionnaire10. The saying which best describeshow or what you eat is _____.(a) Never eat anything you can’tpronounce(b) I have eyes bigger than mystomach(c) Never eat any meat if youdon’t know where the rest ofthe animal is9. When you leave the table, you usually feel ____.(a) you’ve eaten enough(b) you haven’t eatenenough(c) you’ve eaten too muchWork in pairs and answer the questionnaire. Do you both have similar tastes and attitudes to food? Do you eat to live or live to eat?Information relatedDifficult sentencesWords to noteLanguage in usePreview1. The world's best-selling type of chocolate, milk chocolate, which is sweeter and smoother than dark chocolate, didn't appear until the end of the 19th century. (Para 3)2. But what accounts for its amazing popularity or even the properties that have made millions of3. These chemicals make us feel happy and give us a sense of well-being, similar to the feeling we have when we're in love! (Para 6)clickclickDifficult sentencesclick1. The world's best-selling type of chocolate, milk chocolate, which is sweeter and smoother than dark chocolate, didn't appear until the end of the 19th century. (Para 3)Which 在句子里引导非限定性定语从句，补述前面主句内容的不足。
武汉大学新编大学英语(unit2)课件
构词法: Blending 混合法/ 混成法/ 拼缀法
brunch — breakfast + lunch （早午餐） smog —smoke + fog (烟雾) motel— motor + hotel (汽车旅馆) sitcom — situation + comedy （情景喜剧） sci-fi — science + fiction （科幻小说）
beam: n. （日光，灯光）道，束；横梁
e.g. a beam of light e.g. balance beam 平衡木 v. 发光，微笑 e.g. Her face beamed with joy. e.g. She beamed at me. 她对我微笑。
Emulate:仿效；与··竞争
be laden with: 满载(载满)
e.g. He always comes back from France laden with presents for everyone.
Word Formation: well-pp
well-mannered 有礼貌的 Well-advised 明智的/经周密考虑的 well-balanced 匀称的，均衡的 well-behaved 品行端正的，有礼貌的 well-born 出身高贵的，出身名门的 well-bred 教育良好的，良种的 well-timed 时机选的好的
F. Rude language is so commonplace that it is accepted behavior.(Para.10)
3) Conclusion: (Para 12-13)
The importance of manners:
全新版大学生英语教材
全新版大学生英语教材Introduction:English language learning plays a crucial role in the education of college students. To meet the evolving needs of today's learners, a new edition of the college English textbook has been developed. This article provides an overview of the key features and benefits of the updated college English textbook.Chapter 1: Language Skills DevelopmentThe new edition of the college English textbook emphasizes a comprehensive approach to language skills development. It includes a balanced integration of reading, writing, listening, and speaking exercises. Through engaging activities and authentic materials, students are exposed to a wide range of vocabulary, grammar structures, and language functions.Chapter 2: Academic EnglishRecognizing the importance of academic English proficiency, the updated textbook dedicates a chapter to enhancing students' abilities in reading and writing academic texts. Special attention is given to critical thinking skills, academic vocabulary expansion, and effective academic writing strategies. Various authentic academic texts are provided to expose students to different genres and enhance their comprehension and analysis skills.Chapter 3: Communication and Interpersonal SkillsEffective communication and interpersonal skills are crucial in a professional setting. The new edition of the college English textbook devotes a chapter to fostering students' oral communication skills, including presentation techniques, debate skills, and negotiation strategies. Through pair and group activities, students are encouraged to engage in meaningful discussions and develop their interpersonal skills.Chapter 4: Cultural AwarenessCultural awareness is essential for successful cross-cultural communication. The updated textbook incorporates a chapter on cultural awareness, offering students insights into various cultures and enhancing their intercultural competence. By studying cultural customs, traditional practices, and social etiquette, students develop a deeper understanding and appreciation for diverse cultures.Chapter 5: Integrated Skills PracticeThe final chapter of the new edition focuses on integrating all language skills in authentic contexts. Students engage in real-world tasks that require the application of their acquired language knowledge. These tasks simulate situations encountered in professional and academic settings, preparing students for future challenges and enhancing their overall language proficiency.Conclusion:The new edition of the college English textbook provides a comprehensive and updated approach to English language learning for college students. With its emphasis on language skills development,academic English, communication and interpersonal skills, cultural awareness, and integrated skills practice, the textbook equips students with the necessary tools to excel in their academic and professional pursuits. This updated edition is an invaluable resource for both teachers and students in facilitating effective and enjoyable English language learning experiences.。
武汉一本大学生英语教材
武汉一本大学生英语教材Introduction: A Comprehensive English Textbook for University Students in WuhanIn today's globalized world, English proficiency has become increasingly important for students, especially those in universities. As a result, there is a growing demand for high-quality English textbooks that cater specifically to the needs of university students. In Wuhan, a major educational hub in China, a comprehensive English textbook has been developed to support the learning journey of local university students. This article will provide an overview of the features and benefits of this unique textbook.1. Contextualized Content:The English textbook for Wuhan university students is carefully designed to reflect the local context, incorporating topics and examples relevant to their daily lives. By presenting English in the context of Wuhan's culture, history, and social issues, the textbook helps students better connect with the language and encourages them to apply their knowledge in real-life situations. It fosters a deeper understanding and appreciation for both the English language and their own cultural identity.2. Communicative Approach:Recognizing the importance of effective communication in English, the textbook adopts a communicative approach throughout the lessons. It emphasizes the development of practical language skills, such as listening, speaking, reading, and writing, through interactive activities and engaging exercises. Students are encouraged to participate in pair work, groupdiscussions, role-plays, and presentations, enabling them to practice using English to express their thoughts and ideas confidently.3. Integrated Skills:The textbook integrates the four language skills - listening, speaking, reading, and writing - seamlessly. Each lesson incorporates activities and tasks that require students to utilize multiple skills simultaneously, mirroring the complexity of real-life language use. For example, a reading passage is followed by a speaking activity where students discuss the main ideas and share their opinions. This holistic approach enables students to develop a well-rounded competence in English.4. Differentiated Content:Understanding that students have varying abilities and learning styles, the English textbook provides differentiated content to cater to diverse needs. Each unit contains tasks of different difficulty levels, allowing students to progress at their own pace. Additional resources, such as audio recordings, videos, and online exercises, are also available to provide further support and challenge for students who desire more practice or enrichment.5. Cultural Awareness:In addition to language proficiency, the textbook places a strong emphasis on cultural awareness and intercultural communication. Through engaging texts, videos, and discussions, students are exposed to a wide range of cultural perspectives and practices. This not only enhances their understanding of different cultures but also promotes tolerance, empathy, and global citizenship.Conclusion:The development of a comprehensive English textbook specifically tailored for university students in Wuhan marks a significant milestone in English language education. With its contextualized content, communicative approach, integrated skills, differentiated content, and focus on cultural awareness, this textbook equips students with the necessary language skills and cultural competencies to thrive in an increasingly interconnected world. It is a valuable resource that empowers Wuhan's university students to become confident English speakers and effective communicators in both academic and professional domains.。
大学生一年级英语教材
大学生一年级英语教材Introduction:The first year of college is a crucial stage in a student's academic journey. During this period, students are introduced to various subjects, including English. English plays a vital role in today's globalized world, and a well-designed English textbook is essential for students to develop their language skills effectively. In this article, we will explore the key components that should be included in a first-year college English textbook.Vocabulary and Grammar:First and foremost, a college English textbook should focus on building a strong foundation of vocabulary and grammar. The textbook should introduce essential vocabulary words and their usage in different contexts. It should also provide comprehensive explanations of grammar rules and guide students in applying them in their written and spoken English.Listening and Speaking Skills:Another crucial aspect of a first-year college English textbook is developing students' listening and speaking skills. The textbook should include audio materials that expose students to different native English accents and provide various listening exercises. Additionally, it should incorporate speaking activities to enhance students' oral communication abilities and boost their confidence in speaking English.Reading Comprehension:A well-rounded English textbook should emphasize reading comprehension. It should include a wide range of reading materials, such as articles, stories, and excerpts from literature, to expose students to different writing styles and genres. The textbook should provide comprehension questions and exercises that require students to analyze and interpret the text, thereby enhancing their reading skills.Writing Skills:Equipping students with strong writing skills is another crucial element of a first-year college English textbook. The textbook should introduce various writing formats, such as essays, reports, and formal letters, and provide clear guidelines on structuring paragraphs and organizing ideas. Furthermore, it should offer examples and exercises to help students practice different writing techniques and enhance their overall writing proficiency.Cultural Awareness:In today's interconnected world, understanding different cultures and fostering cultural sensitivity is vital. A first-year college English textbook should incorporate cultural topics and conversations to expose students to diverse cultures and traditions. This can include discussions on global festivals, historical events, and cultural practices, allowing students to develop a broader perspective and appreciation for cultural diversity.Interactive Exercises and Activities:To engage students and make the learning process more enjoyable, a college English textbook should include interactive exercises and activities. These can include group discussions, role-plays, vocabulary games, andonline resources that provide additional practice and reinforcement. Incorporating technology into the textbook can further enhance students' learning experience and encourage independent study.Progressive Difficulty:Lastly, a first-year college English textbook should gradually increase the difficulty level of exercises and content. Starting with simpler topics and progressing to more complex ones allows students to build their language skills systematically. Additionally, the textbook should provide regular review sections that consolidate previously learned material and ensure students retain their knowledge.Conclusion:A well-designed first-year college English textbook should encompass various aspects, such as vocabulary, grammar, listening, speaking, reading, writing, cultural awareness, and interactive activities. By incorporating these components into the textbook, students can develop a strong foundation in English and enhance their language skills throughout their college years. The textbook should be carefully crafted to ensure that it meets the specific needs and learning objectives of first-year college students.。
大学新版英语教材
大学新版英语教材IntroductionThe new version of the university English textbook aims to provide students with comprehensive language skills and cultural awareness. This article will discuss the key features and benefits of the updated edition, as well as the potential challenges that may arise during its implementation.Enhanced Language Skills DevelopmentThe new edition of the university English textbook places a strong emphasis on developing the four essential language skills: listening, speaking, reading, and writing. Each unit contains a wide range of activities that foster communicative competence and encourage students to practice their language skills in real-life situations. This approach enables students to enhance their proficiency in English and become more confident communicators.Cultural Awareness and Global PerspectivesTo prepare students for the globalized world, the new edition incorporates cultural awareness and global perspectives throughout the textbook. It includes authentic materials, such as articles, interviews, and videos, which expose students to different cultures, customs, and perspectives. By exploring various topics from around the world, students develop a deeper understanding and appreciation of cultural diversity, enabling them to communicate effectively across cultures.Task-Based LearningThe new version of the university English textbook adopts a task-based learning approach, which encourages students to actively engage in the learning process. Each unit features a series of tasks that require students to apply their language skills to solve problems or complete real-world tasks. This hands-on approach not only fosters language acquisition but also enhances critical thinking, problem-solving, and collaboration skills.Integrated Grammar InstructionTraditionally, grammar instruction has been taught as a separate component in language textbooks. However, the new edition integrates grammar instruction within the context of the lessons. Grammar points are introduced and practiced in meaningful contexts, allowing students to understand how grammar functions in real-life communication. By blending grammar seamlessly into the lessons, students develop a better understanding and application of grammar rules.Digital Resources and Online SupportRecognizing the importance of technology in language learning, the new edition offers a wide range of digital resources and online support. Interactive multimedia materials, such as audio recordings, videos, and online exercises, enhance students' listening and speaking skills. Additionally, online platforms provide extra practice, self-assessment tools, and opportunities for collaborative learning, enabling students to reinforce what they have learned in the classroom.Challenges and ConsiderationsWhile the new edition of the university English textbook brings numerous benefits, its implementation may face certain challenges. One potential challenge is the need for teacher training to effectively integrate the textbook's features into classroom instruction. Moreover, balancing the coverage of language skills, cultural content, and grammar instruction within limited classroom time may require careful planning and adaptation.ConclusionThe new version of the university English textbook offers an innovative and comprehensive approach to language learning. By focusing on language skills development, cultural awareness, task-based learning, integrated grammar instruction, and utilizing digital resources, this textbook equips students with the necessary language proficiency and cultural competence required in today's globalized world. Though challenges may arise during implementation, with proper adaptation and support, the new edition has the potential to greatly benefit both students and teachers in their English language learning journey.。
武汉三本大学生活英语教材
武汉三本大学生活英语教材IntroductionIn recent years, the importance of English language skills in higher education has become increasingly recognized. To cater to the needs of students at three universities in Wuhan, namely Wuhan University, Huazhong University of Science and Technology, and Central China Normal University, a comprehensive English textbook has been developed. This textbook, tailored specifically for students' daily life and academic needs, aims to enhance their English proficiency and facilitate their overall learning experience.Section 1: Getting StartedUnit 1: Introducing Yourself- Greetings and Introduction: Learn how to greet others and introduce yourself in different social settings.- Personal Information: Practice discussing personal information such as age, nationality, and occupation.Unit 2: Campus Life- University Facilities: Familiarize yourself with important locations on campus, such as the library, cafeteria, and sports center.- Academic Calendar: Understand the structure of the academic year, including the start and end dates of semesters, holidays, and examination periods.Section 2: Communication SkillsUnit 3: Making Friends- Ice Breakers: Master the art of engaging in small talk and breaking the ice with fellow students.- Conversational Strategies: Enhance your ability to initiate and sustain conversations with peers.Unit 4: Socializing- Invitations: Learn how to extend and respond to invitations for social events or gatherings.- Accepting and Declining: Understand appropriate ways to accept or decline invitations politely.Section 3: Daily LifeUnit 5: Accommodation- Renting a House: Acquire the necessary vocabulary and phrases for searching, viewing, and renting accommodation.- Household Chores: Learn how to express and discuss daily household tasks and responsibilities.Unit 6: Transportation- Public Transportation: Develop conversational skills related to using buses, subways, and taxis.- Asking for Directions: Practice asking for and giving directions in various scenarios.Section 4: Academic SkillsUnit 7: Effective Study Habits- Time Management: Discover techniques to manage time effectively and prioritize assignments.- Note-taking Strategies: Learn how to take concise and meaningful notes during lectures and presentations.Unit 8: Academic Writing- Essay Structure: Understand the basic structure of academic essays, including introduction, body paragraphs, and conclusion.- Referencing and Citations: Familiarize yourself with different citation styles and how to avoid plagiarism.Section 5: Cultural InsightsUnit 9: Chinese Customs and Traditions- Festivals and Celebrations: Explore Chinese festivals and their cultural significance.- Etiquette and Manners: Learn about cultural norms and appropriate behavior in Chinese society.Unit 10: Global Awareness- Diversity and Inclusion: Discuss the importance of understanding and respecting diverse cultures and perspectives.- Sustainable Development: Explore global issues related to sustainability and environmental conservation.ConclusionThe Wuhan three university English textbook serves as a valuable resource for students aiming to improve their English language skills. By focusing on various aspects of daily life and academic study, this textbook equips students with the necessary tools to communicate effectively, navigate their university experience, and broaden their cultural awareness. Through comprehensive and well-structured content, students can better engage with the English language, fostering a positive and enriching learning environment.。
武大《实用大学英语》教学课件UnitFourUnit
任务型教学法
01
明确任务
为学生设置明确的任务目标，促使他们更加专注于课堂内容的学习。
02
合作学习
鼓励学生通过小组合作完成任务，培养他们的团队合作精神。
小组合作探究学习法
分组探究
将学生分为若干小组，引导学生围绕主题进行探究性学习。
资源共享
课程背景
本课件以实用为导向，注重英语应用能力的培养和提升
课件内容丰富，包含听力、阅读、写作、翻译等多种学习资源
结合多媒体技术，生动形象地展示学习内容，使学生更加易于理解和接受
课件特色
课件使用对象与目标
通过本课件的学习，学生可以全面提升自己的英语应用能力，包括听、说、读、写、译等多个方面
本课件的学习目标是帮助学生掌握实用英语知识，培养其英语应用能力和跨文化交际能力
本课件适用于大学二年级及以上的学生，具备一定的英语基础和认知能力
02
教学内容与设计
教学内容安排
职业与职业道德
主题
材料来源
涉及领域
教学内容组织
国外知名企业官方文献、新闻报道及行业报告
商业、医疗、科技等
以单元为单位，每个单元包括主题介绍、相关材料阅读、语言技能训练和课堂活动四部分
1
教学方法设计
2
3
学生纪律教育
严格惩戒措施
对于违反校规校纪的行为，要严格按照规定予以惩戒，维护学校秩序。
加强安全教育
通过开展安全知识讲座等活动，提高学生的安全意识，保障学生的生命财产安全。
制定校规校纪
制定明确的校规校纪，规范学生的行为举止。
06
安全教育与身心健康
教授学生如何预防火灾、安全使用电器、燃气等，以及在紧急情况下的正确应对方法。
《新标准大学英语综合教程》湖北大学版1U01Activereading2
《新标准大学英语综合教程》湖北大学版1U01Activereading2EmbarkationEmbarkationNavigationNavigationDestinationDestinationResourcesResourcesActive reading 2Active reading 2Tis: A memoir (extract)Tis: A memoir (extract)Developing the ability of inferring implied meanings by reading between lines.Reading for main ideas.Practicing prediction.Active reading 2: MappingSettling down as immigrantActive reading 2: EmbarkationA miserable childhoodWho’s who?PredictionSettling down as an immigrantWhat difficulties might the writer of the extract, Frank McCourt, have faced as an immigrant when he first arrived in New York?Why might a lack of formal education be a disadvantage?3. What do you think he needed to do in order to become a schoolteacher?4. What do you think the blurb (书籍简介) means when it refers to “survival”?Discuss in groups about the questions. Then answer the following up questions in class.clickSettling down as a new immigrant1. What difficulties might the writer of the extract, Frank McCourt, have faced as an immigrant when he arrived in New York?continuing his education to qualify (使合格) as a teacher;finding job – perhaps he was treated as outsider;facing lonely;experience some culture shock;…Which of them above is the most difficult one to cope with?Back2. Why might a lack of formal education be a disadvantage?Formal education would be necessary for many jobs;People might mistake his lack of formal education for:- lack of intelligence- lack of experience;- that he had no training in anything- that he was illiterate (文盲).What other disadvantagecan you think of?Settling down as a new immigrantBack3. What do you think he needed to do in order tobecome a schoolteacher?First step: to study for a degree;Settling down as a new immigrantBack4. What do you think the blurb means when it refers to “survival”?He overcame difficulties in the new situation;It was not an easy life.What do you think you need to have to survive in a new situation?Settling down as a new immigrantBackMoreWhen I look back on my childhood I wonder how I survived at all. It was, of course, a __________ childhood: the happy childhood is hardly _______ your while. Worse than the ordinary miserable childhood is the miserable ______ childhood, and worse yet is the miserable Irish Catholic childhood.A Miserable Childhood—Extract from Angela’s Ashes by Frank McCourtListen to the recording read by Frank McCourt himself and fill in the blanks.miserableworthIrishPeople everywhere brag (自夸) and whimper about the woes (不幸) of their early years, but _________ can compare with the Irish version: the poverty; the shiftless loquacious (多话的) alcoholic (喝过酒) _________ ; the pious defeated mother moaning by the fire; pompous (自负的) priests; bullying schoolmaster (校长); the_________ and the terrible things they did to us for ______ hundred nothingEnglishfathereightMoreWho’s who?(a) Fyodor Dostoyevsky (c) Frank McCourt(b) Herman Melville132MoreWho’s who?(a) Fyodor Dostoyevsky (1821 – 1881)(c) Frank McCourt(1930 - 2009)(b) Herman Melville (1819 - 1891)132What books did they write?Who’s who?Fyodor DostoyevskyCrime and PunishmentFrank McCourtTis: A MemoirHerman MelvilleMoby Dick132Frank McCourt (1930 - 2009) was born in New York of Irish parents, but grew up in Limerick, the Republic of Ireland. Aged 19, he _________ to New York and did a variety of manual jobs before he went to _________, without even a high school diploma. His strong desire for education was based only on his habit of reading. After qualifying as a teacher, he ________ English and creative writing in high schools and colleges for 30 years. He wrote a prize-winning childhood __________, Angela’s Ashes (1996), and Tis: A memoir (1999), about his return to New York. McCourt’s writing has a humorous style, based on exaggeration and amusing dialogues.returnedmemoirtaughtcollegeFrank McCourtListen to the passage and fill in the blanks:PredictionTisTis is an abbreviation (缩写) for “It is”. Old-fashioned.To evoke (唤起) the feel of amemoir -- old way of doing things.To give a different v iew of the world from the writer’s experience.Why is it used here?MoreRead the blurb (书籍简介) on page 6 and discuss with your partner about the questions.1 What can you expect to know from the text?2 Which information describes facts, and whichdescribes opinions about the book?Facts: This book comes after Angela’s Ashes, Frank McCourt’s second volume of memoirs; it tells the story of his American journey; it follows his progress as an immigrant.Opinion: He is a brilliant storyteller and school teacher; this is a vivid story about survival. PredictionText organisationText explorationText evaluationUnderstanding textInterpretingActive reading 2: NavigationScanningText organisationLook through the text and identify the sentences providing evidences for the following statements. MoreExample: He doesn’t have a broad cultural background about America.Evidence from the text:He is unfamiliar with university classes.Evidence from the text:2. He’s afraid to open his mouth, because theAmerican students will know he’s not one of them.Evidence from the text:Para 3 & 8Paras 3 & 4“She says the History of Education in Am erica course will provide me with the b road cultural background I need after myinadequate European education.” (Para 1)Pair work. Discuss with your partner about the impliedmeanings of the statements.1. He is unfamiliar with university classes. (Paras 3 & 8)He is a new student.2. H e’s afraid to open his mouth, because theAmerican students will know he’s not one of them.(Paras 3 & 4)He is conscious of his Irish accent.3. He knows the university cafeteria and someGreenwich Village coffee shop. (Para 9)He’s not a complete newcomer to the city.Example: He doesn’t have a broad cultural background about America.Implied meaning:ScanningHe has not been to America for a long time.Group work. Look through the text to find answers by each group.Gro up One: Why doesn’t the writer think he needsto be introduced to literature?Group Two: How does the writer feel as he listens toProfessor Green’s lecture?Group Three: Why does the writer want to try anAmerican accent?Group Four: Does the writer agree with theprofessor about the Pilgrims?Group Five: How does the writer feel about hischances of success as a student?clickclickclickclickclickUnderstanding textBackWhy doesn’t the writer think he needs to be introduced to literature?Because he has even read Dostoyevsky (aRussian novelist) and Melville (an American)writer) whose novels are lengthy and arehard for students.Understanding textBack2. How does the writer feel as he listens to Professor Green’s lecture?He feels uncertain. He lacks confidence and seems insecure. He doesn’t know what kind of notes to write or what he is supposed to remember.Understanding textBack3. Why does the writer want to try an American accent?So that he can sound like the other students, like Americans, not be regarded as an outsider.Understanding textBack4. Does the writer agree with the professor about the Pilgrims?No. The writer is puzzled because he has a different view based on the Irish history. His view is that the English persecuted the Irish and other people, so he wonders why the English wouldescape from persecution. He wants to tell the professor about the Irish suffering.Understanding textBack5. How does the writer feel about his chances of success as a student?doesn’t know where the questions will come from. The professor talks a lot and the textbook is thick – there seems to be too much to learn.Understanding textWork in pairs. Interpret the meanings of the sentencesand answer the questions.1. She says The History of Education in America course will provide me with the broad cultural background I need after my inadequate European education.How does the writer feel about his European educationbeing described as “inadequate”?2. All around me are students scribbling away in their notebooks and I wish I knew what to scribble myself. How am I supposed to know what’s important out of all the things she’s saying up there? How does he feel about being in class at the moment?InterpretingMoreclickclick3. Some students raise their hands to ask questions butI could never do that. The whole class would stare atme and wonder who’s the one with the accent.Does he feel part of the class yet?4. I could tell the girl how I read Dostoyevsky andMelville and she’d be impressed and fall in love withme and we’d study the history of education inAmerica together.Do you think he has made friends yet? How does hefeel about this?Interpretingclickclick1. She says The History of Education in America coursewill provide me with the broad cultural background Ineed after my inadequate European education.She has a point that I’m not qualified enough if all the American students have a high school diploma. She makes me feel that my education is inadequate.BackHow does the writer feel about his Europeaneducation being described as “inadequate”?Back2. All around me are students scribbling away in their notebooks and I wish I knew what to scribble myself. How am I supposed to know what’s important out of all the things she’s saying up there? How does he feel about being in class at the moment?I have no experience of note-taking.I’m not sure what sort of notes to take.I wish someone could give me guidance about it.InterpretingBack3. Some students raise their hands to ask questions but Icould never do that. The whole class would stare at me and wonder who’s the one with the accent.Does he feel part of the class yet?I have an Irish accent.I don’t have a high school diploma.Interpreting4. I could tell the girl how I read Dostoyevsky and Melville and she’d be impressed and fall in love with me and we’d study the history of education in America together.I feel like a st ranger. I’d like to share with others what I know.She'd ... fall in love with me.InterpretingBackDo you think he has made friends yet? How does he feel about this?Text evaluationCritical thinking2 How do you feel during lectures?3 How often do you ask questions during a lecture?4 Do you always agree with what the professor says?5 Do you think life in an American university isdifferent from life in a Chinese university?clickclickclickclickclickCritical thinking1 How did you feel when you first started college? (sampleanswers)I feltexcitedinterestedconfidentanxiousshy…when I first started college.Back2 How do you feel during lectures?(sample answers)BackI feltinterestedenthusiasticboredunsureconfident…during lectures.Critical thinkingBackCritical thinking3 How often do you ask questions during a lecture?(sample answer)I prefer to ask questions after the lecture, but I think it ismore effective to ask questions during a lecture.Asking questions during a lecture? No.I will lose face.I may interrupt other students.My English is not good.Critical thinking4 Do you always agree with what the professor says?(Sample answers)BackAlways agreeI need to know a lot before I can disagree, and since I’m a student now, I don’t know enough yet to disagree with professors, who surely know more.Sometimes disagreeProfessors know that there is a range of views and hope that students will think for themselves. So if students give reasons and evidence for their comments, professors welcome disagreement.Critical thinking5 Do you think life in an American university is differentfrom life in a Chinese university? (sample answer)BackSimilar aspects:Both have lectures, courses…Different aspects:food,halls of residence,sports and social activities,some approaches to learning and teaching,…Talking pointActive reading 2: DestinationRole playSummarisingListen to the passage and fill in the blanks with the words you hear.The writer of the text newly arrived in New York as an immigrant. He worked _________ with a variety of manual jobs while taking courses at the university. He was faced with many __________. He felt inferior (自卑) to his classmates because he didn’t have a high _______ diploma and he had a strong Irish accent. He didn’t know how to ___________ in the class. He was puzzled by what the professor said about the Pilgrims and dared not ask questions in the class. Being ______ and insecure, he was dreaming of a good-looking girl who was impressed by what he had read and what he would fall in _____ with him.full timeproblemsschooltake noteslonelyloveTalking pointWork in pairs. Read Starting out at college and discuss the questions. Give advice to the speakers.1. I’m very shy. How will I find the courage to make new friends? Mary, Oxford2. I have to shop and cook for myself and I haven’t a clue what to do. Where do I start? Tony, Manchester3. I get really worried by exams, but have always had my family to help me. How will I cope now? John, London4. I get homesick very easily, and I’m sure I’ll miss m y family. What should I do? Katy, StirlingMoreclickclickclickclickTalking point5. I’ve never had to handle my own finances. How do I stop gett ing into debt? Jo, Exeter6. I’ve heard that everyone is incredibly clever at university. I’m sure I’m going to feel stupid. How can I appear more intelligent? Malcolm, Birminghan7. I’ve heard that work at university is different from senior hig h school. What can I expect? Callum, BelfastclickclickclickTalking point1. Give advice to Mary from Oxford about making new friends.Try joining some student societies interesting to you;Talk to your classmates during breaks and before/after class;Talk to others in your hall of residence.Any more advice ?BackTalking point2. Give advice to Tony from Manchester about cooking.Get a cookbook and learn to cook a few basic dishes;Ask someone to show you how to cook a dish or two;Buy the ingredients (原料) for them and share the meal.BackAny more advice ?Talking point3. Give advice to John from London about being worried by exams.Talk to the teacher – ask for advice and see if you can find any details about the format and style of the exam;You can get some sample exam papers from last year from the library or from other students.Any more advice ?Talking point4. Choose the best advice from the following list for Katy from Stirling about homesick and explain the reason.phone home;send emails;write letters;keep busy with studies;try to make friends.BackTalking point5. Choose the best advice from the following list for Jo from Exeter about handling his own finances. Keep track of your spending by writing down major expenses;Turn to the banks who give students personal advice and leaflets with guidance about financial management;Go to the Students’ Union foradvice and support if youhave difficulty.BackTalking point6. Give advice to Malcolm from Birmingham about self-confidence.If you have won a place at university, you have already passed competitive exams and selection procedures. So you are certainly intelligent enough.Don’t compare yourself with others. Y ou need t o believe in yourself and be yourself.BackAny more advice ?Talking point7. Giving advice to Callum from Belfast about differences between senior high school and university. To learn to study more independently and to study in more depth at university;To study completely different subjects and disciplines for many students at university;To make use of the environment provided by the university for you to read about and discuss topics widely.To join a lot of social, sports and leisure activities.BackAny more advice ?Role playWork in pairs and perform the tasks according to the following scenario.Scenario (1)Student A performs the role of Malcolm from Birmingham who used to be the top in the class in the middle school. But now he has the following problem:I’ve heard that everyone is incredibly clever at university. I’m sure I’m going to feel stupid. How can I appear more intelligent?MoreRole playScenario (1)Role B gives some advice:Don’t worry. If you have a at the university,you have already passedSo you are certainlyDon’t compare yourself with others.You need toplacecompetitive exams& selection procedureintelligent enoughbelieve in yourself &by yourself.MoreRole playWork in pairs and perform the tasks according to the following scenario.Scenario (2)Student B performs the role of Callum from Belfast:I’ve heard that work at university is dif ferent from senior high school. What can I expect? MoreRole playScenario (2)Role A gives some advice:Students learn to study at the university.Many students study completelycompared to those at school.University also provide youread about and discuss topics widely.You can also join in a lot ofindependentlydifferent subjects& disciplines.environment tosocial, sports &leisure activities.Information relatedDifficult sentencesLanguage in useActive reading 2: ResourcesPreviewDifficult sentences…but the woman in the admissions office says it’s a requirement even though I’ve read Do stoyevsky and Melville and that’s a dmirable for someone without a high school education. (Para 1)2. Then the professor tells us ideas don’t drop fully formed from the skies, that the Pilgrims were, in the long run, children of the Reformation with an accompanying world-view and their attitudes to children were so informed. (Para 6)3. I’d like to go to the university cafeteria or a Greenwich Village coffee shop and chat with the girl about the Pilgrims and their Puritan ways and how the frightened the life out of their children. (Para 9)clickclickclickDifficult sentence1. …but the woman in the admissions office says it’s arequirement even though I’ve read Dostoyevsky and Melville and that’s admirable for someone without a high school educa tion. (Para 1)clickDoes the writer think that he needs to be introduced to the literature course? Why?No, because he has read a lot of literature already including writers of vey long novels. ······可是招生办公室的那位女士说，虽然我读过陀斯妥耶夫斯基和梅尔维尔的小说，虽然一个没上过高中的人能读这些书的确令人敬佩，但这门课是必修课。
大学一年级英语教材及笔记
大学一年级英语教材及笔记大学一年级是学生们步入大学的第一步，也是他们开始接触大学新知识的时候。
英语作为一门重要的语言课程，对于大学生的专业学习和未来的职业发展具有重要意义。
因此，大学一年级的英语教材及笔记的选择和整理非常关键。
本文将介绍一些常用的大学一年级英语教材以及提供一些建议，以帮助学生们有效地学习和记笔记。
一、大学一年级英语教材推荐1. 《新编大学英语》（第四版）这是一套经典的英语教材，适用于大学一年级学生。
它分为四册，内容涵盖了基础单词、语法、听说读写等方面。
每单元都有相关的语言点、例句以及听力和口语练习，帮助学生逐步提高他们的英语能力。
2. 《大学英语》（第三版）这套教材是备受学生喜爱的一种选择。
书中的内容既有经典的短文、课文，也有丰富多样的练习题，帮助学生巩固所学知识。
此外，它还提供了很多综合性的听力、口语和写作练习，帮助学生全面提高英语水平。
3. 《交际英语教程》这套教材以培养学生实际运用英语进行日常交际为目标。
通过生动的对话和实用的情境练习，学生可以掌握基本的口语表达和交际技巧。
该教材分为两册，内容设计灵活，适合开展小组活动和角色扮演等互动学习方式。
二、记笔记的技巧和建议1. 精简记录关键信息在上课时，不要试图逐字逐句地记录老师的讲解，而是要学会提炼关键信息。
可以用课堂草稿纸或笔记本随时记录重要的词汇、句型或者教材中的例句。
这样有助于后期复习时快速回顾要点。
2. 结合教材和个人笔记大学一年级的英语教材通常会提供课文内容以及相关的词汇和语法解释。
在上课时，可以在教材的空白处或者笔记本上做一些批注和标记，以帮助记忆。
同时，根据个人理解和老师的讲解，将自己的想法、感悟和问题写在笔记本上，以备后期复习和思考。
3. 制定时间表和复习计划在大学一年级，学生们通常要应对大量的学习任务，因此合理的时间安排和复习计划非常重要。
可以根据教材的内容和学生自身情况，合理安排每天或每周的英语学习时间，并在日程表上制定明确的复习计划。
湖北省大学生英语教材
湖北省大学生英语教材湖北省大学生英语教材是为湖北省高校本科生编写的一套英语教材，旨在提高学生的英语水平和语言能力。
本教材根据湖北省高校英语教学大纲和学生需求进行编写，内容丰富、实用，符合学生学习英语的需求。
一、教材概述湖北省大学生英语教材以培养学生的英语综合应用能力为目标，坚持以交际能力为核心，注重培养学生的听、说、读、写、译等多方面的语言技能。
教材内容包括基础语法知识、阅读理解、听力训练、口头表达、写作指导等，旨在帮助学生全面提升英语水平。
二、教材特点1. 注重实用性：湖北省大学生英语教材内容贴近学生实际需求，选材广泛，注重实用性和灵活性，使学生能够在各种实际情境中灵活运用所学知识。
2. 强调交际能力：教材以提高学生的交际能力为核心，通过大量的听说训练和口头表达练习，培养学生的听力理解和口头表达能力。
3. 重视文化意识：湖北省大学生英语教材注重英语国家和地区的文化背景，通过阅读材料和范文，培养学生的跨文化交际能力。
4. 强调多样化学习：教材设计灵活多样，包括课堂教学、自主学习和小组合作学习等多种学习方式，鼓励学生积极参与、主动探索，培养自主学习和合作精神。
5. 突出综合能力培养：湖北省大学生英语教材重视培养学生的综合能力，通过大量的听说读写练习，提高学生的语言运用能力和语言综合处理能力。
三、教材内容安排1. 课文部分：教材选取了丰富多样的课文，包括现代散文、新闻报道、科技文章、文学作品等，内容涵盖社会热点、科技进展、文化传承等各个领域，培养学生的阅读理解和综合运用能力。
2. 口语部分：湖北省大学生英语教材注重培养学生的口语表达能力，设置了大量的口语练习，包括对话、辩论、演讲等，使学生能够自如地运用所学知识进行口头表达。
3. 写作部分：教材注重培养学生的写作能力，包括英语书面表达、写作技巧训练等，通过写作指导和练习，提高学生的写作水平和表达能力。
4. 听力部分：教材设置了丰富的听力材料和听力练习，帮助学生提高听力理解能力和听力表达能力。
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武汉大学大一英语教材Abstract:This article provides an overview and analysis of the English textbook used in the first year at Wuhan University. It examines the content, structure, and effectiveness of the textbook, as well as offers suggestions for improvement.1. IntroductionEnglish language education plays a vital role in today's globalized world. As a leading institution in China, Wuhan University aims to provide high-quality English education to its students. The first-year English textbook used at Wuhan University is an essential tool in achieving this goal. In this article, we will delve into the content and structure of the textbook and evaluate its effectiveness in helping students develop language skills.2. Content AnalysisThe English textbook covers a wide range of topics, including vocabulary, grammar, reading comprehension, listening, and speaking. It incorporates various real-life scenarios and cultural aspects to enhance students' understanding of the English language and its global contexts. The chapters are well-organized, starting from basic concepts and gradually advancing to more complex language skills. Each chapter consists of well-designed exercises and activities that provide ample opportunities for students to practice and reinforce their learning.3. Structure AssessmentThe structure of the textbook is logical and coherent. It is divided into units, with each unit focusing on a specific theme or topic. Within each unit, there are several chapters, each addressing different language aspects. This hierarchical structure allows for systematic learning and enables students to grasp the language skills step by step. Additionally, the textbook provides clear instructions for each activity and exercise, making it easy for students to follow and engage with the content.4. Effectiveness EvaluationThe effectiveness of the English textbook at Wuhan University is analyzed based on several factors:4.1. Language Proficiency Development:The textbook provides a comprehensive range of language exercises and activities that cater to different language proficiency levels. It offers a balanced approach to developing students' listening, speaking, reading, and writing skills. Through systematic practice, students can improve their language proficiency gradually.4.2. Cultural Awareness:The textbook incorporates cultural elements from English-speaking countries, which not only enhances students' language skills but also broadens their worldview. By learning about different cultures, students develop a deeper understanding and appreciation of diversity.4.3. Engagement and Motivation:The textbook incorporates interactive activities and multimedia resources, making the learning process more engaging and enjoyable. It stimulates students' interest and motivation, which is crucial for effective language learning.5. Suggestions for ImprovementWhile the current English textbook used at Wuhan University has proven to be effective, there are still some areas for improvement:5.1. Increased Authentic Materials:Including more authentic materials, such as real-world articles, interviews, and videos, can expose students to genuine language usage and cultural contexts, further enhancing their language skills.5.2. Diversified Assessment Methods:In addition to traditional assessment methods, incorporating more diverse assessment methods, such as group projects and presentations, can foster students' critical thinking, creativity, and collaboration skills.5.3. Enhanced Digital Resources:Expanding the availability and accessibility of digital resources can provide students with additional opportunities for independent learning and practice, catering to a variety of learning styles.6. ConclusionOverall, the English textbook used in the first year at Wuhan University offers a comprehensive and well-structured language learning experience. By incorporating diverse activities and exercises, cultural elements, andinteractive resources, the textbook effectively assists students in developing their language proficiency. However, continuous improvement, such as incorporating more authentic materials and enhancing digital resources, can further enhance the learning experience. Wuhan University remains committed to providing high-quality English education to its students for their future success in an increasingly interconnected world.References:Wuhan University English Department. (2021). First-year English Textbook. Wuhan, China: Wuhan University Press.。