大学体验英语综合教程4课件3[精]
大学体验英语4 unit3 passageB部分课文讲解
bulk
[bʌlk]
英汉解释 n. 体积，容量；大多数，大部分；大块 vt. 使扩大，使形成大量；使显得重要
同义词 n. majority大多数，mass大量，众多， volume大量 v. bulge胀，膨胀
反义词 n. minority
少数的
参考例句
1. Numerous small contributions soon bulk up into a considerable sum. 许多小额捐助不久就积成了一笔可观的款子。
相关短语
statutory next of kin 法定最近亲属; majority statutory 法定多数;
statutory board 法定委员会; 法定仲裁处; 法定机构; 法定仲裁处-----;
violation [,vaiə'leiʃən]
英汉解释 n. 违反；妨碍，侵害；违背
同义词 n. encroachment侵入，侵犯，infraction违反，infringement侵犯，违反
presentation
[,prezən'teiʃən, ,pri:-]
英汉解释 n. 描述，陈述；介绍；赠送
同义词 n. Demonstration 示范，证明，display 显示，炫耀，intro 介绍，简介，presentment 描写，陈述，演示
参考例句 1. First watch the product presentation. 你先看一下产品介绍。 2. Was it something specific? Presentation, or something? 是不是一些特定的？介绍，或什么？
willful
['wilful]
大学体验英语教(学)案第4册25页精简版
Unit One Men and Women’s Prejudices1.Teaching Objectives:In This unit, the students will:·listen and then talk about job prejudice·read about men's roles at home·learn new words and expressions·write about the differences between men and women·practice reading skills: Recognizing generalizations·practice translating skills: Multiples·practice describing structures of an organization·write a job advertisement·visit culture salon for a discussion on computers and the changes in women's employment2.Main contents and hours distribution:1)Lead in: Listen and Talk / 1 period2)Read and Explore (passage A and B) / 3 periods or more3)Write and Produce / 1 period4)Oral activities / 1 period5)Culture Salon / off class3.Main focus and points:1)Speaking: talk about prejudices against certain kinds of jobs, such aslawyers, nurses, teachers and so on.2)Words and expressions: to put forward a phenomenon and illustrate it fromdifferent aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.3)Reading skills: recognizing generalizations4)Translating skills: Multiples5)Writing skills: description of structure and organization and writing jobadvertisements4.Extended contents:Passage C and D in Extended Book5.Teaching methods:Multimedia teaching tool. Student-centered and task-based teaching methods.6.Reference books: / 7.Exercises and practice:Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.8.Further thinking:(Refer to the courseware)9.Teaching procedures:The first two periods (90m)1)(T←→Ss) Lead in / discussion: what prejudices do people have about certainkinds of job? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)2)(T←→Ss) Listening to the passage on page9 (10m)3)(Ss←→Ss) Communicative task 1: read dialogue 1, learn some tips andpractice in pairs. (14m)4)(Ss←→Ss) Communicative task 2: read dialogue 2, learn some tips andpractice in pairs. (11m)5)Passage A:Pre-reading tasks1.(T←→Ss) What does father mean to you? Use one sentence to describe.2.(T←→Ss), (Ss←→Ss)Share your ideas:What kind of man could be called“ a good family man”? Is your father a good family man? Do you wantto be /marry a good family man? Why?While reading tasksQuestions for thinkingThe first reading: reading through text A for reading comprehension in exercise 3.The second reading: fill in the blank about the detailed information of textA.Words and expressions: pick out some valuable sentences and words forstudents to analyze and remember. Encourage them to use these expressions while writing.Reading reflection❖Generalizing main ideaRead the passage and generalize its main idea.( It’s mainly about some media trends toward diminishing the importance of fathers in the U.S.)❖Sum up the media trends towards fatherhood.Marginalizing fathers;abusive husbands/deadbeat dads;At-home dads and working mothers are praised.At-home mothers and breadwinner fathers are devalued.At-home wives are regarded as “status symbols”, etc.Find words or expressions in the text which show the author’s attitudetowards the media trend of marginalizing fathers.6.(T←→Ss) Assignment: writing a composition on prejudices againstmen/women in job-hunting.The third period (45m)1)(Ss←→Ss) Prepare as many questions as possible about the roles of the fatherin the family and interview your classmates with the help of the tips given on page 17.2)(Ss←→Ss) In groups of 4, interview your group members and write down theiranswers. (15m)3)(Ss←→Ss) Discuss in groups about your answers and draw a conclusion.4)(S←→Ss) Report to the wh ole class about your group’s opinions.The fourth and fifth periods (90m)1)(Ss←→Ss) Passage B: Discuss the following questions: would you like to changecareers or even give up jobs at the request of your spouse? Why or why not? (5m)2)(T←→Ss) Read through the text and in your own words generalize its main idea.3)(T←→Ss)Read the passage more carefully and try to complete the summary. (Seecourseware)4)(T←→Ss) Words and expressions: analyze some valuable sentences in passage B.(15m)5)(Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)6)(T←→Ss) Reading skills: recognizing generalizations and exercise 15. (15m)7)(T←→Ss) General writingDescription of structure and organizationFirst, read the introduction on p. 26.Study the expressions on p. 26.Write a description of an organization in your college or at the University such as the Students’ Union, Science Association, etc. Be prepared to make an oral presentation on your work.The sixth period (45m)1) Role-play•Role A•You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parentsof this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself):•You feel that in such a marriage, you will:•develop a broader point-of-view•enjoy more straightforward, honest communication•share cultural backgrounds•have a chance to travel or live overseas•be able to raise bilingual children•You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman) from (name of country). I hope that you will give your approval."•Role B•You are the mother or father of a young person who has decided to marry someone who comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself):You worry that in such a marriage, your child will- quarrel too much over different ways of thinking- have a limited relationship because of language barrier- have difficulty with different customs, foods, etc.- risk being separated from family and relatives- raise children who are confused about their cultural identity (which culture they belong to)Your child will speak first. Listen, then think and respond to what he or she says.2) Comments and suggestionsUnit Two Culture1. Teaching Objectives:In this unit, the students will•first listen, and then talk about different cultures• read information about aspect of culture• learn more words and expressions• practice reading skills: distinguishing fact from opinions• practice translation skills: numbers• learn how to write a program for performance and a passage to introduce the internet• learn to talk about “ Is it necessary to protect traditional culture?” (e.g.on protecting old buildings)• visit culture salon for information about Chinese dragon culture2. Main Contents and Hours Distribution:1)Introduce the course and listening and speaking practice / 1 period2)Read and Explore (Passage A and B) / 4 periods3)Exercises / 1 period4)Write and Produce / 1 period5)Culture Salon / off class3. Main Focus and Points:1)Listening: for specific information2)Speaking: Inviting a friend to celebrate the Dragon Boat Festival3)Reading: Distinguishing fact from opinion4)Writing: Forming compound and complex sentences5)Language points: alter, compel, deceive, inflict, misrepresent, option, becapable of, be taken in, loud and clear, thanks to, with the exception of4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Teacher’s instruction and students’ discussion6. Teaching Procedures:The first two periods (90m)Task 1: (T←→Ss) Lead-in questions: Here are typical symbols of some major cultures.What do you think they represent respectively?Would you prefer to live in a monoculture or multi-racial society? Why?Visit Culture Salon about “Chinese Dragon Culture”.Task 2: (Ss ←→Ss)Sharing experienceThink about the question: Have you ever experienced any kind of culture shock?Tell your story to your classmates.Task 3: Talk About ItListen to Dialogue Sample 2 and try to answer the following questions.➢What time should a guest arrive?➢What generally does the guest first do when he/she arrives?➢If the guest is caught in a traffic jam, what should he/she do?➢If the guest has accepted an invitation and can’t make it, what should he/she do?➢Need the guest bring any gifts?Task 4: (T←→Ss) How much do you know about Shakespeare?Discuss the short paragraph on P 34 with your neighbor and point out the errors.Then look at the pictures of Shakespeare’s life and make comments based on these pictures.Task 5: (Ss ←→Ss) Lead-in listening (textbook)Ss a re going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)Passage D Appreciating Cultural Differences Makes Good Business SenseTask 1. Skimming and Scanning1. It’s essential to understand the cultural differences if you want to beproved more reliable in commercial relationships.2. Japanese, Latins and Germans are playing vital roles in internationalbusiness and trade.3. Latins like physical touching and small personal distance, so are Germans.4. Latins tend to be much more casual and informal than Germans and Japanese in manners.5. If you stare at your Japanese business associate at a meeting, he is mostlikely to turn away his eyes.6. Germans place both hands above the table when they are having dinners.7. It’s considered acceptable for the guests to make some negative commentsabout the food served if it is really badly cooked.Task 2. Vocabulary DevelopmentEach of the verbs and nouns in the following lists occurs in this passage. Choose the noun that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down.Task 3. Read and SimulateThe third period (45m)Culture Shock1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page.The 4th 5th periods (90m)1) (T←→Ss) Reading skills practice: Distinguishing facts from opinion2) (Ss) Read Passage B on cultural differences and answer the questions.3) (Ss) Translate the sentences into Chinese.4) (T←→Ss) Vocabulary Development5) Read and simulate6) (T←→Ss) Language points7) (Ss) Exercise 12, 13, 148) (T←→Ss) Assignment:Choose one aspect of culture in China or other countries and prepare a presentation to the class.The 6th period (45m)1)(Ss←→Ss) Ss’presentation of different cultures in different countries.2)(T←→Ss) Comments and suggestions.Unit Three Copyright1. Teaching objectivesThis unit will1) provide students with materials to learn about Copyright;2) provide students with useful information about Copyright;3) provide students with practical reading skills: making references;4) provide students with translating skills: negatives;5) provide students with practical describing advantages and disadvantages;6) provide students with writing a letter of complaint;7) provide students with cultural information for a discussion on academic honesty.2. Course Arrangements and main contents1st period: Cultural salon + talk about it (half class)2nd period: Cultural salon + talk about it (another half class)3rd period: Listening comprehension, vocabulary of passage A (whole class)4th period: Analysis of passage A (whole class)5th period: Practical writing + communicative skills (half class)6th period: Practical writing + communicative skills (another half class)7th period: Passage A: exercises, Passage B: vocabulary (whole class)8th period: Passage B (whole class)3. Extended Contents:Passages C and D in Extended Book4. Teaching Methods:Teacher’s instruction and students’ discussion5. Teaching proceduresThe First and Second Periods (90m)Task 1: Warm-up questions1) Where do you get your favorite MP3 or mobile phone?2) Have you ever bought any fake products or pirated products? What are they?3) Why do you think people ignore or violate copyright?Task 2: Listen and fill inTask 3: Listen to the long conversation, and answer the following questions. Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions:1. 商标 ______2. 消协_____________3. 假货 ________4. 备份文件_________Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:1. 盗版软件___________2. 正版产品___________3. 升级 __________4. 不道德的___________Passage A: 10 Big Myths About Copyright1. Key words and expressionscopyright notice 标识violation 侵权 Berne copyright convention 伯尔尼协定Usenet 世界性的新闻组网络系统fair use 合理使用 civil law 民事法 sue 起诉commercial value 商业价值2. Is it true? Please give the reasons.1) If it doesn’t have a copyright notice, it’s not copyrighted.2) If I don’t charge for it, it’s not a violation.3)If it’s posted to Usenet it’s in the public domain.4)My posting was just fair use.5)If you don’t defend your copyright you lost it. --- Somebody has that namecopyrighted.6)If I make up my own stories, but base them on another work, my new work belongsto me.7)They can’t get me. Defendant s in court have powerful rights.8)Oh, so copyright violation isn’t a crime or anything.9)It doesn’t hurt anybody–in fact it’s free adver tising10)They ed me a copy, so I can post it.3. Read and thinkWhat do the members of the Dawson community value and respect?What is the pledge of the members?What kinds of behaviors are considered as plagiarism?What do you think is academic dishonesty? Please list some forms of it.The third period (454m)(T←→Ss)Practical writing + communicative skills1) Practical writing: Letter of ComplaintWriting a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.The 4th and 5th periods (90m)1. (Ss←→Ss) Reading skills practice: Making inferences + exercise 152. (T←→Ss)Content awareness questions:Why does the passage say the copyright owners are becoming more aggressive?Why do some managers encourage their people to do illegal copying?What is the lower limit set for severe punishment of copyright violation in the USA?What is the purpose for the TMA to offer fines?What does the two-month review of comments posted to Listservs show?3. (Ss) Read Passage B and translate the following sentences into Chinese.1)It’s getting more tempting to infringe on … Web content. (para.1)2)Some do it knowingly, assuming their chances of … prefabricatedcontent.(para.4)3)The reality is: Whether the bulk of … paying a stiff fine.” (para.7)4)ASCAP and BMI, two organizations … are properly licensed to do so.”(para.10)5)Although many cases of abuse undoubtedly … among frequent presenters.”(para.12)4. Choose 3-5 sentences for others to remember, and give the reasons for your choice.5. Finish Exercises 10,12, 13.6.Assignment: Based on the information of Passages A,B, C and D and other sourcesof information, prepare for a debate on a the topic:“Are copyright protection laws good or bad for poor countries?”The 6th period (45m)1) (Ss Ss) Ss’ debate on the topic : “Are copyright pro tection laws good or bad for poor countries?”2) Comments and suggestions.Unit Four Language and Economy1. Teaching Objectives:1) This unit provides guidance to learners to listen and talk about the importance of English2) This unit tells learners the problems connecting with the development andinfluence of English3) This unit provides students with new words and expressions4) This unit broadens learners’ horizon in relation between language and economy2. Main contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore ( Passage A and B) / 4 periods3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1) Speaking: talk about influence of English and language and society2) Translation Skills Practice: translation of relative clauses3) Reading Skills: identifying tone4) Writing Skills: describing sizes and shapes5) Key words and expressions: in the name of, count, to a large extent, insteadof, multiplicity, identify, claim, beyond.4. Extended Contents:Passage C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books:7. Exercises and Practice:Exercises 3,4,5,6 and 12,14,16,178. Further ThinkingSee PowerPoint9. Teaching Procedures:The first two periods (90m)1) (T←→ Ss) Introduction to the contents of the unit (5m)Britain’s colonial expansion established the pre-conditions for the global use of English, taking the language from its island birthplace to settlements around the world. The English language has grown up in contact with many others making it a hybrid language that can rapidly evolve to meet new cultural and communicative needs. In the 20th century English was closely linked to the rise of the US as a superpower. Its influence has extended beyond language itself to economics, technology and culture. In the same period, the international importance of other European languages, especially French, declined. Languages were not equal in political or social status, particularly in multilingual contexts. From the trend, English seems set to play an ever more important role in world communication, international business, and social and cultural affairs.2) (Ss)Listening practice task: Lead-in listening for brainstorming (10m)3) (Ss←→Ss)Oral practice task: Speaking Practice referring the expressions in Communicative Tasks(10m)4) Passage A: (Ss←→ Ss)The first reading: Understanding the general ideas of the passage (15m)Questions for thinking (5m)1. “Why does the author think of English as a lingua franca for the smooth functioning of the EU institutions?”According to the author, for a smooth functioning of the EU institutions, the use of English as a lingua franca would be infinitely better.2. “What the author’s conclusion about English as a lingua franca?”English should be used as a lingua franca in Europe simply because it may be “owned” by all Europeans —not as a cultural symbol, but as a means of enabling understanding.(T←→ Ss)Difficult sentences (8m)1. “Powerful translators’ lobbies fight for their raison d'etre”Paraphrase: The translators want to translate a variety of languages to make a living. Here, “raison d’etre” is a French word, which means reason for of justification of sb’s/sth’s existence.2. “In the name of the high ideal of linguistic equality a time-consuming, expensive and increasingly intractable translation machinery is maintained that is doing its best to translate the illusion of equality into illusions of multilingualism and translatability.”Paraphrase: For keeping the cumbersome illusion of making all the languages equal, some huge translation machinery is maintained to translate the various languages, which costs a lot of time and money.(T←→ Ss)Language Points (25m)(Ss←→ Ss)Summary of the Text (10m)The European Union(EU) decides to adopt a multi-linguistic approach in its organizations, therefore requiring all of its documents to be translated into each of the official languages of the EU. While this is a costly, and somewhat inefficient system, it does allow the EU to present an image of linguistic equality, which is symbolic of wider equality between its member states.In this article, th e author severely challenges the EU’s language policy , by presenting the reasons why English would be a more appropriate choice as Europe’s lingua franca. He states that English is suitable due to its flexibility, its wide usage and is diversity.The author argues against the common fears that a widespread use of English in EU member states will change other European languages, or destroy the identities of these languages altogether. He also addresses the concern that English carries a cultural identity which will be used as a form of cultural domination over non-native speaking countries. The author concludes that English has great potential for uniting the people of Europe, promoting mutual and could in fact strengthen their own national identities at the same time.The third period (45m)1) (Ss) Exercises 3, 4, 5, 6, (15m)2) (T←→ Ss) Reading Skills Practice: Identifying tone by using the title of Passage B (5m)3) (Ss)Reading Passage B and completing Exercise 10, 11 (25m)4) (T←→ Ss) Homework assignment12, 13, 14The fourth and fifth periods (90m)1) (Ss←→ Ss)Talk about Passage B (20m)2) (T←→ Ss)Language Points of Passage B (20m)3) (Ss) Exercises 12, 13, 14 ,16, 17, 18 (30m)4) (T←→ Ss)Solve the questions students ask (15m)5) (T←→ Ss)Homework assignment: Culture Salon (5m)The sixth period (45m)(Ss←→Ss)Discussion: Do you think Chinese English should be accepted as a variety of English1) Brainstorming (5m)2) Discussion (20m)3) Reporting (15m)4) Summarizing (5m)Unit Five Business Ethics1. Teaching Objectives:11)The students are informed of the ethics (such as morality, fairness,responsibility, charity, honesty, etc.) in business12)The Unit impresses learners with a proved conclusion that morality will neverbe outdated and it is closely related to business success.13)The Unit rectifies the prejudice in business and set up confidence andmethods for those who are dealing with business.14)The Unit provides learners with brand-new, practical words and expressions15)This Unit exercises appositive translation and letter of apology.16)The Unit informs us of the importance of corporate culture.2. Main Contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore (Passage A and B) / 4 periods or more3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1)Speaking: talk about merits and demerits in businessThe words and expressions which should be mastered:Well, I suppose the most important thing is ...It was far worse that that.Well, to begin with ...Yes, it was certainly a bad start.And take the tourist agency to court!Well it was like a nightmare!The main/essential/crucial/interesting thing is ...I can’t comment on that.I wouldn’t know about that.2）Grammar: Appositive Translation3）Reading skills: identify the author’s purpose4）Writing skills: Three paragraph Writing5）Key words and expressions: represent, consist of, establish, elect, facility, demonstrate, enrich, on the basis of, aim at, at large, apply for.4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books: / 7. Exercises and Practice:Exercise 3, 4, 5, 6 and 11, 15, 17 19.8. Further thinking:See PowerPoint9. Teaching Procedures:The first two periods (90m)1)(T→Ss) Teacher’s introduction of ethics and virtue in business (10m)Business Ethics, according to Cambridge International Dictionary of English, is a system of accepted beliefs in business, which controls behavior, esp. sucha system based on morals in business. It has been a very popular topic recently.Business ethics examines morality, honesty, and virtues, etc in business. More and more people, esp. some CEOs in big companies have realized the importance of business ethics by trial and error. On the other hand, the traditional focus of business ethics is on the morality of action. This results in conclusions about which business practices are acceptable and which are not. For example, employees have ethical rights. When a business practice violates these rights, this practice is unethical.a)(T←→Ss) The pre=listening material (15m)b)(T←→Ss)Teacher’s remark of the passage A (5m)c)(Ss)Students’ skimming for the whole text and do exercise 3 (15m)d)(T←→Ss)Some questions about the content are raised (25m)e)(T←→Ss)Word class transference (10m)f)(S s←→Ss)The textual analysis (10m)The third period (45m)1)(S s←→Ss)A check of exercises 4,5,6 &20 (15m)2)(S s←→Ss) Oral Practice: Faithfulness in Business(1)Teacher’s summarization (5m)(2)The present situation of marketing economy (5m)(3)Vocabulary laying-off (5m)(4)Students’ individual lecture (15m)The fourth and fifth periods (90m)1)(S s←→Ss) Talk about the content of passage B (15m)2)(T←→Ss)Some involved sentences to translate (10m)3)(T←→Ss)Language points (65m)The sixth period (45m)1)(T←→Ss)Check of the exercises of Passage C and D (10m)2)(T←→Ss) Exercise of identifying the author’s purpose (the tone, pointof view, attitude, etc.) (15m)3)(S s←→Ss) Writing skills mastery: Three paragraph Writing(Introduction, development and conclusion) (20m)Unit Six Psychological Health1. Teaching Objectives:a) The students are to test their own psychological situations with severalquestionnaires.b) The Unit impresses learners with different kinds of psychologicalproblems and the importance of being psychologically healthy.c) The Unit present learners with a new look of life.d) The Unit provides learners with brand-new, practical words andexpressionse) This Unit exercises noun clauses translation skills and the way to makean questionnaire.f) The Unit informs us of Weird Dresser2. Main Contents and Hours Distribution:a) Listen and Talk / 1 periodb) Read and Explore (Passage A and B) / 4 periods or morec) Write and Produce / 1 periodd) Culture Salon / off class3. Main Focus and Points:1)Speaking: Psychological problems2) Reading skills: Drawing Conclusion3) Writing skills: Write a passage Based on the Graph.4) Key words and expressions: abandon, arouse, conflict, markedly, self-esteem,root for, back up, stave off etc.4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books: / 7. Exercises and Practice:Exercise 2-188. further thinking:Refer to the courseware9. Teaching Procedures:The first two periods (90m)1) (T←→Ss) Introduction to the contents of the unit (5m)2) (Ss) Task 1: Listening Practice for brainstorming (10m)3) (Ss) Task 2: Reading Practice (10m)Passage A: (T←→Ss) Questions for thinking (3m)(Ss←→Ss) The first reading: Get the main idea (5m)(Ss←→Ss) Understanding the details of the passage (10m)(T←→Ss) Difficult sentences (10m)(T←→Ss) Language Points (25m)(Ss←→Ss) Summary of the Text (10m)5) (T←→Ss) Homework assignment (3m)The third period (45m): impromptu writing(Ss←→Ss) Ss write an essay to your classmates and remind them to beware of drugs.The fourth and fifth periods (90m)1)(T←→Ss) Lead in questions and discussion (10m)2)(T←→Ss) Language focus and difficult sentences of Passage B (30m)3)(Ss←→Ss) Exercises 11, 15, 17, 19 (40m)4)(T←→Ss) Solve the questions students ask (15m)5)(T←→Ss) Homework assignment: Culture Salon (5m)The sixth period (45m) Oral English practice1) (Ss←→Ss) Preparation before class:Ss are required make a set of questionnaire on certain topics they are interested in.2)(Ss←→Ss) During class: Make a survey among the class, and prepare。
大学体验英语综合教程4(第三版)课文翻译及课后答案 (2)
Unit 1 无名英雄：职业父亲意味着什么？在我们的孪生女儿出生后的第一次“约会”时，我和丈夫一起去看了一部名为《玩具总动员》的电影。
我们很喜欢这部片子，但随后我丈夫问道：“父亲在哪儿呢？”起初我还认为因为一个小小的失误而批评一部很吸引人的家庭影片似乎是太偏狭了。
可后来越想越觉得这一疏忽太严重了。
父亲不仅没有出现，他甚至没有被提到——尽管家中有婴儿，说明他不可能离开太长时间。
影片给人的感觉是，父亲出现与否似乎是个极次要的细节，甚至不需要做任何解释。
新闻媒体倾向于把父亲的边缘化，这只是一个例子，它反映了在美国发生的巨大的社会变化。
大卫?布兰肯霍恩在《无父之国》一书中将这种倾向称之为“无需父亲”观念。
职业母亲（我想这应是与无职业母亲相对而言的）奋斗的故事从媒体上无尽无休地轰击着我们。
与此同时，媒体上绝大多数有关父亲的故事又集中表现暴力的丈夫或没出息的父亲。
看起来似乎父亲惟一值得人们提及的时候是因为他们做家务太少而受到指责的时候（我怀疑这一说法的可靠性，因为“家务”的定义中很少包括打扫屋顶的雨水沟、给汽车换机油或其它一些典型地由男人们做的事），或者是在他们去世的时候。
当布兰肯霍恩先生就“顾家的好男人”一词的词义对父亲们进行调查时，许多父亲都回答这一词语只有在葬礼上听到。
这种“无需父亲”综合症的一个例外是家庭全职父亲所受到的媒体的赞扬。
我并非暗指这些家庭全职父亲作出的承诺不值得人们的支持，我只是想指出在实际生效的双重标准：家庭全职父亲受到人们的赞扬，而家庭全职母亲和养家活口的父亲，所得到文化上的认同却很少，甚至完全得不到。
我们用来讨论父亲角色（即没出息的父亲）的话语本身就显示出人们对大多数男人默默无闻而自豪地履行对家庭承担的责任缺乏赏识。
我们几乎从来没听到“职业父亲”这一说法，在人们呼吁应该考虑给予工作者在工作地点上更大的灵活性时，很少有人认为这种呼吁不但适用于女子，同样也适应于男子。
我们这个社会表现出似乎家庭职责对父亲来说并不象对母亲那么重要——似乎事业上的满足就是男人生活的全部。
大学体验英语综合教程4多媒体课件资料
Unit 14. Fill in the blanks with the words given below. Change the form where necessary.1. T axes are a(n) ________which may fall on everybody.2. We ________ the authority's decision not to close the hospital.3. The doctor's instructions must be ______ exactly; the sick man's life depends on it.。
4. Do these opinion polls really ________what people are thinking?5. I prefer to think of memorization as a stepping-stone to ________ in use of words and phrases.6. In her office memos she tended to ________ the work done by her staff.7. The history of railroad transport has partly been a history of ________ for greater efficiency and profit.8. He took on the new post without having the faintest idea of what it ________ .9. He is ________ one of the greatest experts in that field.10. Absolute secrecy is essential. _______, the fewer who are aware of the project the better.。
大学体验英语综合教程4 Unit3课文翻译及课后答案
Unit 3版权的十大神话1)如果没有版权标识，就不会受到版权保护。
这在过去是事实，但现在情况就有所不同了，几乎所有大国邮遵循伯尔尼版权协定，比如，在美国，自1989年4月1日后，几乎所有个人创作以及原创的作品，不管它是否有版权标识，都受到版权保护。
大家默认的是他人的作品已受到版权保护，不能随意复制，除非你能确信它不受版权保护：有些年代久远的作品如果没有标识，就不受到版权保护，但坦白地说如果这一点不能肯定，你就不应冒这个风险。
2)如果我没有为此收费，就不算侵权。
错。
你是否收费可能对法庭上判罚金的额度有所影响，但那只是在这一法律条文下量刑的主要区别。
即使你免费分发他人的作品，仍然是侵权。
而且如果危及到他人财产的商业价值，仍然会被罚以大额赔偿金。
个人的音乐拷贝是唯一的例外，不被列入侵权行为。
不过法庭上似乎有这种说法，个人拷贝不包括像纳帕斯特那样的大规模匿名复制行为。
如果该作品没有向业价值，侵权多是技术性的，不会受到起诉。
3)如果已被发送到世界性的新闻组网络系统(Usenet)的材料，那就不受版权限制。
错。
现代社会里任何东西都要受到版权限制，除非所有者明确表示它不受版权限制。
要确定它是否受到版权限制，必须得要作者／所有者的书面证明：“我准予某某不受版权限制。
”4)我的帖子只是合理使用。
“合理使用”可以免除版权限制，它的设立使人们可以使用某些作品，而不必经过作者的同意，这些作品包括解说词、模仿诗文、新闻报道以及那些对受版权保护的著作的研究和宣传的作品。
这一规定非常重要，有了这一规定版权法就不会成为妨碍你自由地发表作品的绊脚石。
但涉及到故意侵权和损害具有商业价值的作品时就要慎重考虑了。
你做过这样的事吗?由于你自己没有时间写文章，或是为了让你的读者免受给《纽约时报》网站缴费之累，于是就从《纽约时报》上复制一篇。
这种行为不是“合理使用”。
合理使用通常只是一条简短的摘录。
5)如果你不保护好你的版权你就会失去它——有人就可以取得那个名字的版权。
大学体验英语综合教程课堂辅导Book 4Unit 3-passage b-词汇充电
1 infringevt. ①break (a rule, an agreement, etc) 违反，违背( 规则、协议等)：infringe the regulations 违反规则②infringe on /upon sth.: affect sth. so as to limit or restrict it 侵犯；侵入；侵害：infringe on the rights of other people 侵害他人权利【联想】派生词infringement n. 违反；侵害。
2 duplicate①v. make an exact copy of (sth.) 复制( 某物)②n. one of two or more things that are exactly alike; copy 相似物，复制品：Is this a duplicateor the original?这是复制件还是原件?【联想】派生词duplication n. 复制，重复；duplicator n. 复印机【短语】in duplicate 一式两份3 tacticn. means of achieving sth.; expedient 手段；策略：a brilliant tactic 高招【联想】派生词tactical adj. 战术上的，兵法上的，策略上的; tactically adv. 策略性地；近义词strategy。
4 enforcev. ①~ sth. (on sb.) force people to obey (a law, etc); make sth. effective 强迫服从( 法律等)；使某事物生效；实施；执行：The police are there to enforce the law. 有警方负责执法。
②make (sth.) happen or bring (sth.) about by force迫使(某事)发生：enforced silence,discipline, idleness被迫的沉默、强迫执行的纪律、被迫的无事可做【联想】派生词enforceable adj. 可强迫的，可实施的，可强制执行的；enforcement n. 强制，执行；加强；近义词force。
大学体验英语项目组《大学体验英语综合教程(4)》第3版学习指南【词汇短语+课文精解+全文翻译+练习答
大学体验英语项目组《大学体验英语综合教程（4）》（第3版）学习指南Unit3一、词汇短语Passage Apluck[]n.勇气，胆量；决心v.采，摘，拔(毛)；鼓起(勇气)，振作【例句】①She tried to pluck out some of her grey hairs.她想拔掉一些自己的白头发。
②He can’t pluck up the courage to leave home.他鼓不起离开家的勇气。
【词组】pluck up鼓起，振作pluck up courage鼓足勇气，克服恐惧pluck away扯去，撕去pluck sth(off/out)拔除或摘除某物；采某物【助记】p破，luck运气，因为被拔了毛，拔你毛的人很有勇气运气很破的人需要面对困难的勇气summon[]v.召集，召唤；鼓起(勇气)，振作(精神)；传唤，传讯【例句】He was summoned to appear in court on a charge of careless driving.他被指控违章驾驶，受到法庭的传唤。
【词组】summon sb.(to sth.)；summon sb.(together)召唤某人；召集(大家)【助记】sum总和+on把人家一起召唤上来。
statutory[]adj.法定的，法令的；依照法令的；可依法处罚的infringement[]n.侵犯；违反contend[]v.斗争，竞争；主张【例句】The boy contended that I took the book.那孩子硬说我拿了那本书。
【词组】contend for争取【助记】con(共同)+tend(延伸，伸展)→共同伸展→彼此竞争【派生】contention n.争论，争辩；争夺；论点swift[]adj.&adv.快的(地)；敏捷的(地)，立刻的n.雨燕【例句】He was swift to condemn the violence/in condemning the violence.他立即谴责了那种暴力行为。
大学体验英语项目组《大学体验英语综合教程(4)》第3版学习指南【词汇短语+课文精解+全文翻译+练习答
大学体验英语项目组《大学体验英语综合教程（4）》（第3版）学习指南Unit2一、词汇短语Passage Aorphanage[]n.孤儿院；孤儿身份【例句】I founded an orphanage last year and feel obliged to take care of those children.去年我创办了一个孤儿院。
我觉得有责任去照顾那些小孩。
sin[]n.罪，罪恶v.犯罪【例句】I guess ignorance must be a sin.我认为无知是一种罪。
【助记】s(形似：蛇)+in(里面)→心如毒蛇→罪孽【派生】sinner n.罪人；有错者linguistic[]adj.语言上的，语言学上的【例句】The ability to write is a supreme test of linguistic competence.写作能力是对语言能力的最高形式的测试。
hale and hearty精神充沛的，矍铄的；老当益壮的，健壮的glamour[]n.魔力，魅力；妖艳vt.迷惑【例句】Do you still think there’s glamour in the advertising business?你是否还认为广告具有诱惑力？【词组】cast a glamour over使迷住，迷住(某人)；给…增添几分魅力【助记】glamour音“哥来摸”→妹妹有魅力，哥来摸。
【派生】glamorous adj.迷人的，富有魅力的impute[]vt.归罪于，归咎于；嫁祸于【例句】Why do you impute selfish motives to her?你为什么说她的动机是自私的？ruddy[]adj.红的；红润的adv.极度；非常vt.使变红vi.变红【例句】That hunter has a ruddy face because he is outdoors so much.那个猎人脸色红润，因为他长期待在户外。
大学体验英语综合教程 U4B3
• What problem does the poet try to reveal by parodying this nursery rhyme?
• Last Stanza of the Poem • So the scientists resolved it all • By simply cloning Mary • But now they feel quite sheepish • Those scientists unwary • One problem solved, but what to do • With Mary, Mary, Mary...
More about Clone
• 1. What procedure was used to produce the sheep Dolly from cloned cells in 1996?
• A procedure called somatic cell nuclear transfer （体细胞核移植）.
Time Allotment
Warm-up & Lead-in
Objectives
• This part aims to make you interested in the topic of cloning and think of the problems cloning may bring to us.
• First ban reproductive cloning ---producing a cloned baby—and then debate whether to ban therapeutic cloning, which involves creating early embryos for use in medical research and treatment.
大学体验英语第四册第一单元课件
Even more insulting is the recent media trend of regarding at-home wives as “status symbols” — like an expensive car — flaunted by the supposedly few men who can afford such a luxury. The implication is that men with at-home wives have it easier than those whose wives work outside the home because they have the “luxury” of a full-time housekeeper. In reality, however, the men who are the sole wage earners for their families suffer a lot of stresses. The loss of a job — or even the threat of that happening — is obviously much more difficult when that job is the sole source of income for a family. By the same token, sole wage earners have less flexibility when it comes to leaving unsatisfying careers because of the loss of income such a job change entails. In addition, many husbands work overtime or second jobs to make more money needed for their families. For these men, it is the family that the job supports that makes it all worthwhile. It is the belief that having a mother at home is important to the children, which makes so many men gladly take on the burden of being a sole wage earner.
大学体验英语综合教程4 unit3
Cultural Notes
GPA—Grade Point Average
百分制分数 等级 成绩点数 90-100 A 4 80-89 B 3 70-79 C 2 60-69 D 1 60以下 E 0
Cultural Notes
GPA—Grade Point Average 把每科的等级分数与对应科目的学分数相乘，把各 科的所得结果相加后再除以所有学分数的总和 A课程四个学分，成绩92（A） B课程三个学分，成绩80（B） C课程两个学分，成绩98（A） GPA＝ 92*4＋80*3＋98*2／（4＋3＋2）
• • • • • Spitting Littering Talking loudly in public Cut in line/Jump the queue Saying nasty words in public places
How can we get rid of these uncivilized behaviors and become more civilized?
Translation
The study of literature is not only civilized and civilizing – encompassing, as it does, philosophy, religion, the history of events and the history of ideas – but popular and practical.
Language Points
Qualify for -- have the qualities, training, that are necessary or suitable (for sth) (使)具有资格 他无私的精神使他有资格做这项工作。
新视野大学英语综合教程4Unit3PPT
Find out the way before the interview, tboFleooaclauavtotrietoidhno,gnaCenthtdheleohcaksdvtaoeoyurtotfhe thmeoicnkteinrvteiervwie. wHsave a mock interview, it will reflect your performance in the interview from multiple perspectives and help you know the problems existing in the interview
9
Part One(paras.1-6)
employee 职员，员工 employer老板，雇主
(1). I run a manufacturing company with about 350 employees, and I often do the interviewing and hiring myself.
3
Second, collect the Information of interviewers
We know some information, this will help to give a good impression on the interviewers. It can also match up to create a common topic and win the chance to practice.
First,to gather information about recruitment
company
Unaware of the company which you will interview for is a very serious matter. When the interviewers ask you, you say nothing. It not only shows you do not attach importance to this interview, but also shows you do not attach importance to this company. What’s worse, they will think that you're not a down-to-earth person.
大学体验英语项目组《大学体验英语综合教程(4)》第3版学习指南【词汇短语+课文精解+全文翻译+练习答
大学体验英语项目组《大学体验英语综合教程（4）》（第3版）学习指南Unit6一、词汇短语Passage Aclash[]n.(常与with连用)冲突；抵触v.(使)发出撞击声；猛撞；引起冲突【例句】The enemy armies clashed near the border.敌军在边境附近发生冲突。
【词组】clash with与…冲突，不调和【助记】crash撞毁；lash结尾的词有打，击的意思，c磕+lash两东西磕撞在一起，l看成棍子，剑之间的撞击，crash是r，撞得车，脸都开花了。
gladiatorial[]adj.争论的；斗剑者的fervent[]adj.炽热的，热情的，强烈的【例句】Firbank sent him his novels with fervent inscriptions.费班克送给他好几部长篇小说，上面写着热烈的题词。
plummet[]n.铅锤，重荷vi.垂直落下；骤然跌落【例句】If that happens,the price of the bond would plummet.如果这种情况真的发生了，债券的价格将会暴跌。
avid[]adj.渴望的bout[]n.(疾病等的)发作；(工作、活动等的)一阵；回合：较量【例句】He beat his opponent at one bout.他一下子就打败了对手。
prowess[]n.勇猛；本领；超凡技术，非凡能力【例句】He is always talking big about his prowess on the golf course.他总是吹嘘自己在高尔夫球场上的杰出才能。
forebear[]n.祖先，祖宗proxy[]n.代理人，代理权；(对代理人的)委托书adj.代理的，代替的【例句】Execute this load operation on the proxy server.在代理服务器上执行这个装载操作。
大学体验英语综合教程4课后习题答案
翻译Unit 11、随着职务的提升，他担负的责任也更大了。
(take on)With his promotion, he has taken on greater responsibilities.3、闲暇时玛丽喜欢外出购物，也她相反，露西却喜欢待在家里看书。
(as opposed to)Mary likes to go shopping in her spare time, as opposed to Lucy, who prefers to stay at home reading.5、我们已尽全力想说服他，但是却毫无进展。
(strive,make no headway)We have striven to the full to convince him, but we have made no headway. Unit 21、宪法规定公民享有言论自由。
（provide for）The Constitution provides for citizen’s freedom of speech.3、我们早在会阅读之前就已经掌握了一些词汇。
(long before)We have learned some words long before we can read.5、新税法不是要惩罚富人，而是要给穷人以公平和机会。
(rather)The new tax law is not to punish the rich. Rather it is to bring justice and opportunity to the poor.Unit41、我爷爷虽然70岁了，但他的爱好广泛，从下国际象棋到爬山，多种多样。
(range from ... to)My grandfather’s interests range from playing chess to climbing mountains although he is 70 years old.3、他大公无私的精神和天赋使他适合担当大多数学生梦想得到的那项工作。
全新版大学英语 综合教程4 课件 Unit3 【教师用书光盘提取】
II
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Before Reading
Global Reading
Detailed Reading
After Reading
Home
John Michael Landy Australian athlete, and the second runner, after England's Sir Roger Bannister, to break the four-minute mile. He did so in 3 minutes 58 seconds in 1954, two months after Bannister set his mark.
Before Reading
Global Reading
Detailed Reading
After Reading
Home
Marathon Marathon race, long-distance foot race deriving its name from Marathon, Greece. According to legend, in 490 B.C., Pheidippides, a runner from Marathon, carried news of victory over the Persians to Athens. In the first modern Olympics of 1896, a commemorative event retraced his route. The race soon became an Olympic event, its distance standardized in 1908 at 26mi, 385yd (42.195 km). The popularity of running as part of a physical fitness boom in the 1970s engendered a proliferation of
大学体验英语综合4教学课件习题答案
精简答案大学体验英语-综合教程4 Unit1Passage ARead and think 31~5 BADDCRead and think 4mediaimagesabusivefulfillingrecognitionstatusstressesawaredeserveRead and complete 51. obligation2. applauded3. fulfilled4. mirror5. flexibility6. devalue7. striving8. entailed9. supposedly10. ConsequentlyRead and complete 6referred to asat bestby the same tokenat largeheld up...asRead and translate 8随着职务的提升，他担负的责任也更大了。
With his promotion,he has taken on greater responsibilities.他感到他没有必要再一次对约翰承担如此的责任了。
He felt he did not have to make such a commitment to John any more.闲暇时玛丽喜爱外出购物，与她相反，露西却喜爱呆在家里看书。
Mary likes to go shopping in her spare time, as opposed to Lucy,who prefers to stay at home reading.说好听一点,能够说他有理想，用最糟糕的话来讲，他是一个没有良心或没有资格的权利追求者。
At best he’s ambitious,and at worst a power-seeker without conscience or qualifications.咱们已经尽全力想说服他，可是却毫无进展。
大学体验英语第四册大学体验英语综合教程
大学体验英语第四册大学体验英语综合教程Passage BAs men, we know we could get a better deal. We look at women and see modernity: expansive people exploring new roles, conquering the world. Quietly, secretly, we admire the gathering pace of their achievement. And we say to ou rselves: what about us? Isn’t this how we are supposed to be: bright, confident, going places?So what’s getting in our way? There is no point in blaming women, stoking up a sex war. This remains, after all, a man’s world. If we knew what we wanted, we co uld enact it. No, the problem is our lack of imagination. Ask women what they, as women, want and they’ll tell you: equality. Men? We haven’t a clue. And the reason is simple. We have failed to understand the opportunities of this century’s greatest and most enduring social movement, the collapse of the sexual division of labor.We’re making a mistake. The past ill-served our real needs. It forced us into a narrow sense of ourselves as workers, which fell apart when we were sacked, retired or fell ill. It drove us out of our homes and made us strangers to our children. It meant we subcontracted our physical, emotional and practical needs to women. They fed us, nurtured us, gave us access to our feelings, mediated a social world for us. They did our private labor, just as we did their public work.For all the adult behavior we demonstrated outside the home, we remained children within it. It left us, particularly the elderly, half-dead, living sad, limited lives, often stuck in soured relationships.We can c hange all this. And it isn’t just wishful thinking. A fair wind was behind women’s liberation: in a few decades they gained control of their own fertility, while the economy demanded a vast expansion in the labor force. Even conservative men couldn’t stop them.The first step must be for us to break our silence. Hence this manifesto.Just imagine how we might beWhen the sexual division of labor Underpined notions of being a man, we defined ourselves in three ways: as bread-winning workers, as the opposite of women, and as fathers who did what mothers did not do. Each notion rules out a vast sphere of activity and stifles men. We must rewrite these definitions.Work is not the promised landWhen people ask me what I am, I say I’m a journalist. Not a man, not a father, not a husband, not a son, not a brother, not a citizen, not even a combination of these; a journalist. Like many men, I am my work. When work’s OK, I’m OK. Everything else might be falling apart, but success at work sustains a man. It provides status, power and a means to be a bread-winning father.The women’s movement has only further emphasized the paramount status of work and that, by implication, domesticity and child-rearing is drudgery.Yet expecting work to support our sense of self so fundamentally is a mistake. Many self-definitions survive the passage of time. Job isn’t one of them. It’s too insecure. One day we know we’ll get fired, sick or retire. For those who are young and can’t get a job or are dumped on the scrap heap at an early age, failure at work leads to depression, crime, violence and, in some cases, suicide. Must a man go mad before he discovers a sounder way of valuing himself? We have to realize that putting faith in work is a con .Man is not the opposite of womanWhen women were seen as weak, we had to be strong. We did what women didn’t do, but now there’s hardly anything women won’t do. They play sports, earn money, attend football matches, fly RAF fighters and initiate sex. Yet we persist in thinking of ourselves as the "pposite"of women. At this rate, we’ll end up defined as the people who do the few activities women don’t want to do: rape, murder and abuse.Fathers, too, can fulfil all a child’s needsWe remain limited by the traditional image of fathers as providing income, discipline and, in some cases, a playmate for a child. Physical and emotional intimacy with children have been the prerogative of women and largely continue to be so. Today many men want to be closer to their children and are active fathers. We enjoy it and are competent. But some women refuse to treat us as equals.Equality begins at homeIn many homes men are passive, allowing women to organize our personal lives, letting them act as gatekeepers of the home, determining which friendships are maintained, how involved the couple is with family. Many of us find it difficult to take the initiative or to say no to women at home, because we never learned how to say no to our mothers.Men must start doing it for themselvesSuccessful men must take up a leadership role. Too often they stay quiet because they have least to gain from rethinking their roles. Their jobs are relatively secure, with high status and power over women. They have some control over their working hours, can often work from home and afford child care. They can still have it all.So they hang on to what can be salvaged from the old order, and close their minds to reshaping the world in a way that better suits all of us. The men’s movement is thus often inhabited by angry, inarticulate men who lack an intellectual framework for understanding their dilemmas. Intelligent, educated men could lead the way. We need them to start thinking, fast.Unit2-Passage A-Why Digital Culture Is Good for You?The news media, along with social and behavioral scientists, have recently sent out a multitudeof warnings about the many dangers that await us out there in cyberspace. The truth of the matter is that the Web is no more inherently dangerous than anything else in the world. It is not some amorphous entity capable of inflicting harmful outcomes on all who enter. In fact, in and of itself, the Web is fairly harmless. It has no special power to overtake its users and alter their very existence. Like the old tale that the vampire cannot harm you unless you invite it to cross your threshold, the Internet cannot corrupt without being invited. And, with the exception of children and the weak-willed, it cannot create what does not already exist...(1) Like alcohol, the Web simply magnifies what is already there: Experts are concerned that the masking that goes on online poses a danger for everyone who is a part of the Digital Culture. Before we know it, the experts tell us, we will all use fake identities, become fragmented, and will no longer be sure of just who we are. Wrong. The only people who feel compelled to mask, and otherwise misrepresent themselves online are the same people who are mysterious and unfrank in "real life"...the Net just gives them one more tool to practice their deceit.As for the rest of us, getting taken in by these people is a low probability. We know who these folks are in the "real world". The Internet does not "cause" people to disguise as something they are not. As for the Digital Culture getting cheated by these dishonest folks, well, there are just as many "cues" online to decipher deception as there are in the "real world". The competent WebHead can recognize many red flags given off by the online behavior of others. Oftentimes the intentions of fellow users is crystal clear, especially over time.When someone is trying to deceive us online, inconsistencies, the essence that they are trying "too hard" or are just plain unbelievable, often come through loud and clear. Likewise, just like in the "real world", a host of other unacceptable tendencies can be readily recognized online. Narcissism (it's all about "meeeee"), those people who have nothing but negativity or unpleasant things to say about others, and those who feel compelled to undermine others and who think they must blow out the other guys' candles in order for their own to shine can be spotted a cybermile away.(2) The Web can bring out the best in people: Gregarious, frank folks in "real life" usually carry these same traits over to their online life. Most are just as fun-loving online if not more so, as they are at a party, at work, or at the local bar. Though admittedly, some are not quite as much fun to be around without a stiff drink.Shy folks have a "safer" environment online than in the "real world" and can learn to express themselves more freely on the Net (you've never seen anyone stutter on e-mail, have you?) allowing them to gain confidence and communication skills that can eventually spill over into other aspects of their lives. Helpful people in "real life" are often just as willing to come to someone's assistance online as anywhere else.(3) People are judged differently on the Web: On the Internet people are judged by their personality, beliefs and online actions, NOT by their physical appearance. This is good. It not only gives ugly folks an aid, but causes Beautiful People to have to say something worth listening to in order to get attention.(4) People open up more: Many people are opening up a whole lot more these days since they are not required to use their real name and provide their real identity in the Internet.(5) We're connected: Members of the Digital Culture know full well that there is a wealth of important information and life-changing opportunities out there in cyberspace. The Web has opened doors for many of us that otherwise would never have been an option. Researchpossibilities and networking are just two such opportunities.(6) We Learn the Power of Words and to be Better Listeners: With no facial expressions, body language, or physical appearance to distract us, members of the Digital Culture have learned the power of words ... both their own, and others'. We know very well how a simple string of words can harm, hurt and offend, or how they can offer humor, help, support and encouragement. Most experienced members of the online culture have learned to become wordsmiths, carefully crafting the words they use to convey exactly what they mean so as not to be misunderstood.Many of us have also learned to become far better listeners thanks to the Internet. Not only do we choose our words more carefully but we (especially those who communicate via email as opposed to chat rooms) are forced to wait until the other person finishes before we can speak or respond.Passage BCultural DifferencesIn 1993, I had my first opportunity to visit Russia as a representative of the University of California. I was there to provide some technical assistance in the area of agricultural labor management. "Russians are a very polite people," I had been tutored before my arrival. One of my interpreters, once I was there, explained that a gentleman should pour the limonad (a type of juice) for the ladies and show other courtesies to them.Toward the end of my three-week trip I was invited by my young Russian host and friend Dmitri Ivanovich and his lovely wife Yielena out to dinner. At the end of a wonderful meal Yielena asked if I would like a banana. I politely declined and thanked her, and explained I was most satisfied with the meal. But the whole while my mind was racing: "What do I do? Do I offer her a banana even though they are as close to her as they are to me? What is the polite thing to do?""Would you like a banana?" I asked Yielena."Yes," she smiled, but made no attempt to take any of the three bananas in the fruit basket. "What now?" I thought."Which one would you like?" I fumbled."That one," she pointed at one of the bananas. So all the while thinking about Russian politeness I picked the banana Yielena had pointed at and peeled it half way and handed it to her. Smiles in Yielena and Dmitri's faces told me I had done the right thing. After this experience I spent much time letting the world know that in Russia, the polite thing is to peel the bananas for the ladies. Sometime during my third trip I was politely disabused of my notion."Oh no, Grigorii Davidovich," a Russian graciously corrected me. "In Russia, when a man peels a banana for a lady it means he has a romantic interest in her." How embarrassed I felt. And here I had been proudly telling everyone about this tidbit of cultural understanding.Certain lessons have to be learned the hard way. Some well meaning articles and presentations on cultural differences have a potential to do more harm than good and may not be as amusing. They present, like my bananas, too many generalizations or quite a distorted view.Some often-heard generalizations about the Hispanic culture include: Hispanics1 need less personal space, make less eye contact, touch each other more in normal conversation, and are less likely to participate in a meeting. Generalizations are often dangerous, and especially when accompanied by recommendations such as: move closer when talking to Hispanics, make more physical contact, don't expect participation, and so on.Differences between people within any given nation or culture are much greater than differences between groups. Education, social standing, religion, personality, belief structure, past experience, affection shown in the home, and a myriad of other factors will affect human behavior and culture. Sure there are differences in approach as to what is considered polite and appropriate behavior both on and off the job. In some cultures "yes" means, "I hear you" more than "I agree." Length of pleasantries and greetings before getting down to business, level of tolerance for being around someone speaking a foreign (not-understood) language, politeness measured in terms of gallantry or etiquette (e.g., standing up for a woman who approaches a table, yielding a seat on the bus to an older person, etc.) and manner of expected dress are all examples of possible cultural differences and traditions.In Mexico it is customary for the arriving person to greet the others. For instance, someone who walks into a group of people eating would say provecho (enjoy your meal). In Chile, women often greet both other women and men with a kiss on the cheek. In Russia women often walk arm in arm with their female friends. Paying attention to customs and cultural differences can give someone outside that culture a better chance of assimilation or acceptance. Ignoring these can get an unsuspecting person into trouble.There are cultural and ideological differences and it is good to have an understanding about a culture's customs and ways. Aaron Pun, a Canadian ODCnet correspondent, wrote: "In studying cross-cultural2 differences, we are not looking at individuals but a comparison of one ethnic group against others. Hence, we are comparing two bell curves3 and generalizations cannot be avoided." Another correspondent explained the human need to categorize. True, but the danger comes when we act on some of these generalizations, especially when they are based on faulty observations. Acting on generalizations about such matters as eye contact, personal space, touch, and interest in participation can have serious negative consequences.Unit3-Passage A10 Big Myths About Copyright)"If it doesn't have a copyright notice, it's not copyrighted." This was true in the past, but today almost all major nations follow the Berne copyright convention. For example, in the USA, almost everything created privately and originally after April 1, 1989 is copyrighted and protected whether it has a notice or not. The default you should assume for other people's works is that they are copyrighted and may not be copied unless you know otherwise. There are some old works that lost protection without notice, but frankly you should not risk it unless you know for sure.2) "If I don't charge for it, it's not a violation." False. Whether you charge can affect the damages awarded in court, but that's the main difference under the law. It's still a violation if you give it away - and there can still be serious damages if you hurt the commercial value of the property. There is an exception for personal copying of music, which is not a violation, though courts seem to have said that doesn't include wide-scale anonymous personal copying as Napster. If the work has no commercial value, the violation is mostly technical and is unlikely to result in legal action.3) "If it's posted to Usenet it's in the public domain." False. Nothing modern is in the public domain anymore unless the owner explicitly puts it in the public domain. Explicitly, as you have a note from the author/owner saying, "I grant this to the public domain."4) "My posting was just fair use!" The "fair use" exemption to (U.S.) copyright law was created to allow things such as commentary, parody, news reporting, research and education aboutcopyrighted works without the permission of the author. That's important so that copyright law doesn't block your freedom to express your own works. Intent and damage to the commercial value of the work are important considerations. Are you reproducing an article from the New York Times because you couldn't find time to write your own story, or didn't want your readers to have to pay for the New York Times web site? They aren't "fair use". Fair use is usually a short excerpt.5) "If you don't defend your copyright you lose it." - "Somebody has that name copyrighted!" False. Copyright is effectively never lost these days, unless explicitly given away. You also can't "copyright a name" or anything short like that, such as almost all titles. You may be thinking of trademarks, which apply to names, and can be weakened or lost if not defended. Like an "Apple" computer. Apple Computer "owns" that word applied to computers, even though it is also an ordinary word. Apple Records owns it when applied to music. Neither owns the word on its own, only in context, and owning a mark doesn't mean complete control.6)"If I make up my own stories, but base them on another work, my new work belongs to me." False. U.S. Copyright law is quite explicit that the making of what are called "derivative works" - works based on or derived from another copyrighted work - is the exclusive province of the owner of the original work. This is true even though the making of these new works is a highly creative process. If you write a story using settings or characters from somebody else's work, you need that author's permission.7)"They can't get me, defendants in court have powerful rights!" Copyright law is mostly civil law. If you violate copyright you would not be charged with a crime, but usually get sued.8) "Oh, so copyright violation isn't a crime or anything?" Actually, recently in the USA commercial copyrightviolation involving more than 10 copies and value over $2500 was made a felony. So watch out. On the other hand, this is a fairly new, untested statute. In one case an operator of a pirate BBS that didn't charge was acquitted because he didn't charge, but congress amended the law to cover that.9) "It doesn't hurt anybody - in fact it's free advertising." It's up to the owners to decide if they want the free ads or not. If they want them, they will be sure to contact you. Don't rationalize whether it hurts the owners or not, ask them. Usually that's not too hard to do. Even if you can't think of how the author or owner gets hurt, think about the fact that piracy on the net hurts everybody who wants a chance to use this wonderful new technology to do more than read other people's flamewars.10) "They e-mailed me a copy, so I can post it." To have a copy is not to have the copyright. All the E-mail you write is copyrighted. However, E-mail is not unless previously agreed. So you can certainly report on what E-mail you are sent, and reveal what it says. You can even quote parts of it to demonstrate. Frankly, somebody who sues over an ordinary message would almost surely get no damages, because the message has no commercial value, but if you want to stay strictly in the law, you should ask first. On the other hand, don't go nuts if somebody posts E-mail you sent them. If it was an ordinary non-secret personal letter of minimal commercial value with no copyright notice (like 99.9% of all E-mail), you probably won't get any damages if you sue them.Passage BAre You a Copyright Criminal?It's getting more tempting to infringe on copyright when creating presentations, thanks to many new scanning and duplicating technologies as well as proliferating Web content. But writers,designers, artists and copyright owners are becoming more aggressive, using new tactics and technologies to enforce their rights. If you don't know the rules, you could end up on the wrong side of a lawsuit.You've seen them at work. Sometimes brazen, sometimes oblivious, they break the law without giving it a second thought. Maybe, without even knowing it, you're one of them.They're copyright claim-jumpers - presenters who slip "Dilbert" cartoons, photographs scanned from magazines, graphics downloaded from the Web, photocopies of trade-journal articles, audio files, video clips or CD music into their presentations or handouts with little or no understanding of how they're trampling on someone else's copyright.Some do it knowingly, assuming their chances of getting nabbed are a small risk for the big payoff of easy access to high-quality prefabricated content. Others are unaware of how their seemingly benign reuse of pre-existing material - articles, pictures, music, songs, scripts or film clips - violates copyright law.Autumn Bell, a training specialist and frequent presenter for the University of New Mexico, says she witnessed her share of copyright abuses in a past life working for a telecommunications company. There, she worked with managers who ordered people to copy other companies' training materials to save money. She also saw plenty of lesser violations, such as flagrant photocopying of manuals and books for mass distribution. In six years, Bell says, "Never once did I hear the word copyright spoken."It can be easy for busy presenters to give copyright concerns short shrift; after all, there are deadlines to hit and rehearsals to do. And sometimes that article you read last week in Forbes Magazine or that photo you downloaded from the Web yesterday fits perfectly into the presentation you're giving - tomorrow. Copyright permission? Who has time? Some token attribution ought to do it, you figure. Surely the copyright owners will welcome the free advertising, right? And what are the chances that they'll even find out?The reality is: Whether the bulk of your presentations are in-house or to external audiences, your odds of being caught violating copyright are improving every day, as are your chances of paying a stiff fine. Statutory damages for infringing on copyright can hit $20,000 per violation, and they can go as high as $100,000 in some circumstances of willful violation - and that's above and beyond the fine for actual damages. Furthermore, commercial copyright violation involving more than 10 copies and a value of more than $2,500 is now a felony in the United States.In one recent case, a corporation paid a seven-figure settlement for its unauthorized photocopying of articles from a trade journal and archiving those copies for internal distribution. With similar violations occurring almost daily in corporate America, and with an increase in piracy on the World Wide Web, licensing organizations, performing-rights societies and other copyright cops have stepped up activity to enforce their rights.The Training Media Association, a watchdog for training-video vendors, offers a $10,000 bounty for reporting illegal copying or unauthorized "public performance" of off-the-shelf training videos.A temporary-employment agency recently paid a six-figure out-of-court fee after one of its employees reported it to the TMA for making illegal copies of four videos (the agency had no license to do so) and sending the copies out for use in its 50 offices.United Media the distributor of "Dilbert" cartoons, has been asking people to take illegally imported "Dilbert" cartoons off their Web and intranet sites. ASCAP and BMI, two organizations that license the right to play copyrighted music in public settings (including mostbusiness-presentation scenarios) have reportedly added large conference centers and hotels to the list of sites they patrol to ensure that those using even small selections of pre-recorded music in presentations are properly licensed to do so.Is all this talk of copyright abuse overblown? Is the perceived need to protect yourself from prosecution just another anal-retentive legal formality? And aren't the most flagrant abusers a small segment of the presentation community? You'd be surprised at the answers.Although many cases of abuse undoubtedly are small or accidental - busy presenters who in good faith give full attribution but don't seek permission; others who are unaware of public performance rights or who stretch the fair-use doctrine to its limits - interviews and research conducted for this article indicate a serious lack of knowledge about copyright law among frequent presenters. A two-month review of comments posted to listservs frequented by presenters and trainers, for instance, suggests that many people routinely violate copyright law, and that there is a general lack of understanding about what constitutes legal use.Indeed, a 1993 survey by the Training Media Association found that more than 30 percent of videos in survey respondents' corporate libraries were illegal copies, and more than 75 percent of printed training materials in those same libraries were illegally copied. (Survey responses were anonymous.) And TMA director Bob Gehrke says the problem may have worsened in the six years since the study. A typical copyright violator, Gehrke believes, is someone "who thinks he can be a hero by saving his company some money, especially if faced with a tight budget."Unit4-Passage AMajoring in English for Fun and ProfitThe study of literature is not only civilized and civilizing — encompassing, as it does, philosophy, religion, the history of events and the history of ideas — but popular and practical. One-sixth o f all those who receive bachelor’s degrees from the College of Arts and Sciences are English majors. These graduates qualify for a surprising range of jobs. Their experience puts the lie to the popular superstition that English majors must choose between journalism and teaching: in fact, English majors also receive excellent preparation for future careers in law, medicine, business, and government service.Undergraduates looking forward to law school or medical school are often advised to follow a strict regimen of courses considered directly relevant to their career choices. Future law-school students are advised to take courses in political science, history, accounting, business administration — even human anatomy, and marriage and family life. Future medical school students are steered into multiple science courses — actually far more science courses than they need for entrance into medical school. Surprisingly, many law schools — and medical schools indicate that such specialized preparation is not only unnecessary, but undesirable. There are no "Pre-law” courses: the best preparation for law school — and for the practice of law — is that preparation which makes a student capable of critical thinking; of clear, logical self-expression; of sensitive analysis of the motives, the actions, and the thoughts of other human beings. These are skills which the study of English is designed to teach.Entrance into law school, moreover, generally requires a bachelor’s degree from an accredited institution, a minimum grade point average, and an acceptable score on The Law School Admission Test (LSAT). This test has three parts. The first evaluates skills in reading comprehension, in figure classification, and in the evaluation of written material. The second part。
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4. infringe on e.g. The airport built near our residential area infringe on our right to a quiet environment.
development of the century. • I was a witness to their quarrel.
Phrase
1. end up e.g. If you continue to steal, you will end up in prison.
ቤተ መጻሕፍቲ ባይዱ2. give… a second thought e.g. Please give yourself a second thought before you make a decision.
Cover
Read
and
Explore words
attribution adj.
n. attributing sth. to sb./sth.; that which is attributed
attribute v. （to)
Examples e.g. She attributes her success to hard-work and a
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Exercise & Assignment
Passage A A Stateless Language…
What kinds of behaviors are considered as plagiarism?
剽窃
Academic honesty is of prime importance and the most serious violation of this is plagiarism, a form of cheating. Plagiarism involves presenting someone else’s words, ideas, computer programs, or academic or creative work as if they were one’s own, without giving proper credit. It commonly takes one of three forms: 1) including in one’s paper a passage taken directly from a book or any other source without using a quotation or a footnote; 2) paraphrasing a passage from a book without using a footnote to indicate the source of the material; or,
2
Lead-in Activities
--Lead-in Questions --Lead-in Lexical Chunks
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Text Interpretation
--Skimming Task --Scanning Task -- Sentence Analysis --Reviewing Task
bit of luck.
benign adj. — of no danger 良性的；无害的 Benignly adv. 良性地，无害地； benignity n. 良性；无 害
Examples • A benign tumor can usually be cured. • A benign climate 温和的气候.
budget v. — to make plans for the careful use of (money or time)in a way that will bring most advantage为…做预算 n. 预算； adj. cheap低廉的；收费公道的
A budget motel 价格便宜的汽车 旅馆 Annual budget 年度预算
5. step up e.g. We must step up effective measures to stop it.
6. trample on e.g. Don’t trample on the flowers when you play in the garden.
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Related Information
plagiarism 英['pleɪdʒə,rɪzəm] n. 1.剽窃,抄袭 2.剽窃物,抄袭物, 剽窃作品
What kinds of behaviors are considered as plagiarism?
Examples • He thought an increased workload (工作量） had
infringed on his personal life.
knowingly adv. — intentionally adj. knowing
Examples • It appears that what I said was untrue, but didn’t
Examples （translate）
• 她计划攒足够的钱去度假。
She budgeted for a holiday.
infringe v. — to go against (a law, etc.) or take over the right of another person破坏；侵犯；违反
knowingly to you.
Witness v. — to see or notice sth. by being present when it happens 目击 n. 事故目击者
Examples • We were witnessing the most important scientific