Unit1-全新版大学英语(第二版)综合教程2电子教案共178页
全新版大学英语第二版综合教程2答案unit1
最全的崭新版大学英语第二版综合教程2 答案课后练习答案Unit1Ways of LearningPart II Reading TaskComprehensionContent QuestionPair Work1. They were studying arts education in Chinese kindergartens and elementary schools in Nanjing.2. Their 18-month-old son Benjamin was fond of trying to place the key into the slot of the key box during their stay at the Jinling Hotel.3. They would come over to watch Benjamin and then try to teachhim how to do it properly.4. Because he realized that this anecdote was directly relevant to their assigned tasks in China: to investigate early childhood education and to throw light on Chinese attitudes toward creativity.5. Most of them displayed the same attitude as the staff at the Jinling Hotel.6. He emphasized that the most important thing is to teach the child that on can solve a problem effectively by oneself.7.He means that this incident pointed to importantdifferences in educational and artistic practices between China andthe USA.8. The manner in which the Chinese staff saw the need to teach the child by guiding his hand in the characteristic of a broader attitude to education, one that stands in contrast to the Western preference for leaving the child to explore and learn unaided.9. One example is of children at the age of 5 or 6 painting flowers, fish and animals skillfully and confidently; in a second example, calligraphers 9 and 10 years old were producing works; and in a third, young artists work on perfecting their craft for several hours a day.10.Americans think that unless creativity has been acquired early, it may never emerge, and skills can be picked up later. Chinese think that if skills are not acquired early, they may never be acquired, and there is no hurry to promote creativity.11.This is mainly due to the difference in their way of thinking.12.The author makes the suggestion that we should strike a better balance between the poles of creativity and basic skills.Text OrganizationWorking On Your Own1.1)The text begins with an anecdote.2)His thoughts are mainly about different approaches tolearning in China and the West.3)He winds up the text with a suggestion in the form of a question.2.Chinese1)Show a child how to do something, or tech by holding the hand2) Give greater priority to developing skills at an early age, believing that creativity can be promoted over time Americans1)Teach children that they should rely on themselves for solutions to problems2)Put more emphasis on fostering creativity in young children, thinking skills can be picked up laterLanguage Sense Enhancement(1)Summarizing(2)value originality and independence(3)contrast between(4)in terms of(5)harbor(6)fearful(7)comparable(8)promote creativity(9)emerge(10)picked upLanguage FocusVocabularyI1.1)insert2)on occasion3)investigate4)In retrospect5)initial6)phenomena7)attached8)make up for9)is awaiting10)not; in the least11)promote12)emerged2.1) a striking contrast between the standards of living in the north of the country and the south.2)is said to be superior to synthetic fiber.3)as a financial center has evolved slowly.4)is not relevant to whether he is a good lawyer.5)by a little-known sixteen-century Italian poet have found their way into some English magazines.3.1)be picked up; can’t accomplish; am exaggerating2)somewhat; the performance; have neglected; they apply to3)assist; On the other hand; are valid; a superiorII1.1)continual2)continuous3)continual4)continuous2.1)principal2)principal3)principle4)principles5)principalIII1.themselves2.himself/herself3.herself/by herself/on her own4.itself5.ourselves6.yourself/by yourself/on your own Comprehensive ExercisesI.cloze1.(1)contrast(2)exaggerating(3)priority(4)on the other hand(5)promoting(6)pick up(7)assist(8)accomplish(9)occasion(10)neglecting(11)worthwhile(12)superior2.0-(2)perform(3)facing(4)competent(5)equipped(6)designed(7)approach(8)rest(9)definitely(10)qualityII.translation1.(1)It takes an enormous amount of courage to make a departure from the tradition.(2)Tom used to be very shy, but this time he was bold enough to give a performance in front of a large audience.(3)Many educators think it desirable to foster the creativespirit in the child at an early age.(4)Assuming this painting really is a masterpiece, do you think it ’s worthwhile to buy it(5)If the data is statistically valid, it will throw light on the problem we are investigating.2.To improve our English, it is critical to do more reading, writing, listening and speaking. Besides, learning by heart as many well-written essays as possible is also very important. Without an enormous store of good English writing in your head you cannot express yourself freely in English. It is also helpful to summarize our experience as we go along, for in so doing, we can figure out which way of learning is more effective and will produce the most desirable result. As long as we keep working hard on it, we will in due course accomplish the task of mastering English.。
全新版《大学英语》综合教程第二册教案
全新版《大学英语》综合教程第二册教案Unit 1 Ways of LearningText A Learning, Chinese-styleI. Teaching Plan1.Objectives：1)Grasp the main idea (that it would be ideal if we can strikea balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote---elaboration by comparison and contrast---conclusion by a suggestion);2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method);3)Master the key language points and grammatical structures in the text;4)Conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.3. Pre-reading taskson the road: 1.traveling, esp. for long distances or periods of time在旅行中；在巡回演出中E.g. The band has been on the road for six months. 那支乐队巡回演出已有六个月了。
全新版大学英语综合教程（第二版）IntegratedCourse（2）
全新版大学英语综合教程（第二版）Integrated Course (2)Unit 1 Text A: Learning, Chinese-Style1. Sentence Patterns1) may well do…: be likely to do … (很可能做…)-He may well get frustrated and angry.2) be less likely (unlikely) to do … (不大可能做…)3) so much so that …: to such a extent that … (以至于…)-In the best Chinese tradition, they were “teaching by holding his hand” — so much so that he would happily come back for more.4) assuming that …: if…, suppose that… (假如…，假设…)-Assuming that the contrast I have developed is valid, can we strike a balance between the poles of creativity and basic skills?2. Chunks (Beautiful Expressions)1)旅馆工作人员hotel staff2)小学an elementary school (a primary school)3)在旅馆的大堂里in the lobby of a hotel4)由于他年幼because of his tender age5)完成一项任务accomplish a task6)关键在于…, 要点在于…the critical point is that…7)弥补某种错误行为make up for a misdeed8)一个人必须学会独立思考，学会自己解决问题。
全新版大学英语第二版综合教程2教学设计
全新版大学英语第二版综合教程2教学设计课程概述本课程是针对大学英语第二版综合教程2的教学设计。
该教材是全新版本，主要围绕着现代语言学的理论和实践，采用话题教学法，聚焦于学生听、说、读、写的各种语言技能，帮助学生掌握基本英语语音、语法、词汇、句型和语篇。
教学目标1.帮助学生掌握英语基本语音、语法、词汇、句型和语篇2.提高学生的听、说、读、写各种语言技能3.培养学生的跨文化交际能力教学内容与方法初步活动教师可以通过自我介绍和学生之间的互动来帮助学生熟悉彼此，并提出教学目标和教学计划。
文本学习教师介绍和讲解教材内容，引导学生进行课前阅读和听力练习。
然后，在课堂上进行教学与讨论。
1.学习并掌握生词和词汇2.学习并掌握语音、语调、语法和句型的相关知识3.提高听力和口语技能4.培养学生与他人进行有效交流和讨论的能力在这个阶段，学生将与同伴进行对话和讨论来练习他们的交际技能和口语能力。
1.分组讨论和答案2.听力练习，然后对话3.角色扮演任务设置通过任务来提醒学生想关掌握的语言技能，并通过小组讨论来实现任务目标。
常见的任务包括：1.填空2.听力选择练习3.阅读理解评估与反馈在整个课程中，评估和反馈非常重要。
教师可以通过出题或其他方法来考察学生对知识的掌握程度，给予及时的反馈。
例如，教师可以组织小组活动，让学生之间互相评估，互相帮助，并在最后对学生的表现进行总结和评估。
教学策略任务型教学全新版大学英语第二版综合教程2采用话题教学法，并运用了任务型教学，强调学生的自主学习和学习者中心。
探究性学习教师引导学生进行自我学习和探究，帮助学生掌握更多的知识和技能。
教师可以根据学生的不同需求和能力，调整教学方法和进度，帮助学生实现个性化学习。
总结全新版大学英语第二版综合教程2的教学设计，旨在帮助学生掌握英语基本语音、语法、词汇、句型和语篇，提高听力、口语、阅读、写作技能，并培养学生的跨文化交际能力。
教学方法包括任务型教学、探究性学习和个性化学习，旨在激发学生的学习兴趣，提高学习效率。
全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。
(完整版)全新大学英语第二版BOOK1-UNIT2教案
Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。
全新版大学英语综合教程第二册教案unit 1 book
Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。
全新版大学英语教案第2册
全新版《大学英语》教案（第二册）Unit 1 Ways of Learning1.教学目标及基本要求：Objectives:Students will be able to:1)grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast);2)appreciate the difference between comparison and contrast, as well as differentways to compare and contrast(point-by-point method or one-side-at-a-time method);3)master the key language points and grammatical structures in the text;4)conduct a series of reading, listening, speaking and writing activities related to thetheme of the unit.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading3rd period: post-reading activities4th period: reading practice5th period: speaking6th period: writing3. 教学重点及难点：Important language points in the text:4. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.5. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.6. 主要参考书目：季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。
全新版大学英语综合教程第二册教案 Unit 2
Unit 2ValuesⅠ. Suggested Teaching PlanStudents will be able to:1.understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to his team) andstructure of the text;2.appreciate the use of indirect description in portraying a person;3.grasp the key language points and grammatical structures in the text;conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.4.1.T asks Ss the following questions on the recorded passage: (5 minutes)—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer.Although the sum was insignificant, Lincoln walked a long distance to return the money.) —How is the story related to the theme of the unit — values? (Abraham Lincoln regarded honesty as an important value.)2.Ss do Cloze B in after-text exercises to learn more about the values of American millionaires. (15 minutes)3.Rich people I know (15 minutes)1)Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevantequipment is available for showing them in class) of rich people.2)In class, Ss form groups of three to four to share what they have collected.3)Groups discuss what values these rich people hold dear.4)Speakers for several groups report their discussion results to the class.5)T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton1. Text organization (20 minutes)1)T asks Ss to scan the text to see if there is any natural dividing lines separating it into parts. (The textcan be divided into three parts. Between each part, there is a blank line.)2)T draws Ss’ attention to Text Organization Exercise 1, guides them through the directions, so that theycan grasp the main function of each part.3)Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim V on Gremp, corporate affairs directorFerold F. Arend, retired president of Wal-MartJim Hendren, company lawyeralso see Text Analysis)4) Ss will notice that the text transits from Part II to Part III when the first corporate job — corporateaffairs director — is mentioned.2.T explains language points and gives Ss practice (see Language Study). (60 minutes)3.Finding synonyms or synonymous phrases for “down-home” (10 minutes)1)T asks some Ss to explain the title of Text A in their own words.2)Ss work alone to find out synonyms or synonymous phrases for “down-home”.3)Some Ss report their findings to the class.( Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymous phrases.Post-reading tasks1. Using indirect description in portraying a person (25 minutes)1)Ss complete Text Organization Exercise 2 and compare answers with each other.2)T makes Ss think by asking Ss this question: How does the author reveal these character traits of SamWalton? Does he come forward to tell us directly what Sam Walton is like?3)T introduces methods of indirect description and writes them down on the blackboard: anecdotes,examples, quotes, comparison and contrast, etc. (see Text Analysis)4)Ss work in pairs to find out examples of these methods.5)Some pairs report their findings to the class.6)T urges Ss to adopt these methods when describing a person.2.T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ.Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “The reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleagues (as shown in while-reading tasks in the Suggested Teaching Plan).The text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jamie Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals Sam Walton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.Ⅲ. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce.Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company V olkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2.dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, forpersonal and household use.3.Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices.The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4.Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903 byHenry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922and the Mercury since 1938.s: Apart from their surname or last name, most British and American children are given two personalnames by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. Inits November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Y ang Lan of Sun Television, with 63 million dollars.Ⅳ. Language Study1. He imagined what surely awaited: He imagined what he was surely to see.2. remote: far away in space or timeExamples: The supply of electricity to remote mountainous villages is one of the local development projects in Yunnan province.Taming the deserts is no longer a dream of the remote future but a practical humanendeavor.3. discount: amount of money which may be taken off the full priceExamples: Traditional retailers who’ve opened cyberstores may offer special discounts to onl ine shoppers.Though online bookstores usually offer discounts, don’t expect to save much.4.It was nice, but no palace: The house was nice, but not luxurious.5.Only in America can a billionaire carry on like plain folks ...: It is only in America that abillionaire can live in the same way as ordinary people...only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be” followed by the subject of the main clause.Examples: Only here was it safe to prepare and handle hot drinks.Only then did Peter realize that he still hadn’t phoned his mother.Only when the injured limb is fully mobile will the runner be encouraged tore-strengthen it.carry on: behave or conduct oneself in a specific wayExamples: There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left, right and centre.folk: people in general (You can refer to people as folk or folks.)Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6.bird dogs: dogs which hunt birds7.local: of or for a particular placeExamples: The plane was to take off at 6 a.m. and land at 7 a.m. local time.Three-quarters of the investment needed to host the Olympics would be borne bycentral and local government.8. treatment: the way you deal with sb. or behave towards them (followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the hands of her sons. None of themwere willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. It should be a match worthwatching, by all accounts.10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) making you feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in a crisis.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.11. blend in/into: If sb. blends into a particular group or situation, or if they blend in, they seem tobelong there or are not noticeable, because their behavior is similar to that of the other people involved, (used in the patterns: blend in; blend into sth.; blend in with sth.)Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether he could blend in.The painter blended in with the crowd at the art sale.12. throw one’s weight around: behave in an aggressively arrogant wayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Folks don’t like their chairman as he always throws his weight around.13. reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve tickets for the concert.2) keep for a special use (used in the pattern: be reserved for sb/sth.)Examples: In the United States lanes are reserved for cars with more than one occupant.Some seats on the buses are reserved for the old.14.“Look, he’s just not that way.”: “You see, he is not the sort of person to reserve seats for himself.”15.o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students can have more sleep.16.I t buried the Forbes list at the bottom of page 2.: The Forbes list was arranged at the bottom ofpage 2 in the Benton County Daily Democrat so that it could not be found easily.17.h eadline: the title of a newspaper article, printed above the article in large lettersExamples: Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions of people in China: Beijing tohost the 2008 Olympic Games.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard.She always holds passionately to the view that her mother is an angel.19. s tock: shares of a company that are sold to investorsExamples: You’d be tter get professional advice before buying stocks or bonds.After a dull start, stock prices moved ahead again yesterday.20. o n the run: continuously active and moving about; try to avoid being capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get the permit to open a takeawayrestaurant.He is on the run from the police.21. s teer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issues such as religion.22. But the real story in his mind is ...: But what is always on his mind is ...23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and five research centers.24. l iable: likely (to do sth.)Examples: It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until next week because of the bad weather.25. a s laid down...: as establishedlay down: officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet laying down regulations for students.26. loyalty: the quality of staying firm in your friendship or support for sb/sth.; a strong feeling that onewants to be faithful to sb./sth. (followed by to)Examples:My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changed his loyalty to the South.27. system: 1) set of ideas, theories, principles, etc. according to which sth. is doneExamples: The classification of the books in the library follows the Dewey Decimal System.All the employees are required to work on an eight-hour system.2) group of things or parts working together as a wholeExamples: With the further development of automation, more complicated control systems have come into being.Manned space vehicles have life-support systems designed to meet all the physicalneeds of the crew.28.cut prices and margins to the bone: reduce prices and margins considerably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.) (followed by for or infinitive to) Examples: Highly trained staff are well qualified to give practical advice to students when they select courses.30. option: 1) (in business) an agreement or contract that gives sb. the right to buy or sell sth. Such asproperty or shares at a future dateExamples: With cash, stock options and the promise of vast resources, Microsoft has attracted faculty elites to its research center.Jones has taken an option on that house.2) sth. you can choose to doExamples: She has the option of entering graduate school or starting her professional career.Analysts say that the launch of the euro offers a new and attractive option.31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win a scholarship.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with you while you are travelingabroad.33.cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2）repare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in the pattern: reward sb. for sth.withsth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with a trip to Hong Kong.35. r etire: (cause to) stop working at one’s job, usu. because of age (followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36....who was stunned at such generosity after the stingy employer he left to join Wal-Mart: ...who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton 37. c ome/get aboard: (AmE, infml) joinExamples: New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. t he way they’re treated: how they’re treatedWhen “the way” is followed by a defining relative clause, this clause can be either a “that” clause ora clause beginning with “in which”. For example, you can say “the way she told the story”, “theway that she told the story”, or “the way in which she told the story”. There is no difference inmeaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginable impact on the way peoplecommunicate with each other.39. deserve: be sth. or have done sth. for which one should receive (a reward, special treatment, etc.);be entitled to (not used in the continuous tense)Examples: I am only partly responsible for the success of this book, my collaborator deserves more credit.They deserve a better salary for the job they do.Mary deserves a reward for her efforts.。
全新版大学英语(第二版)综合教程2Unit 1
Lobby (Entrance Hall)
Jinling Hotel
Deluxe Room
Executive Room
Our Internet Discount Rate More Details: Superior Room Jinling Deluxe Room
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Introduction to the Course
• Students Profile: Freshmen, non-English majors in Donghua University. Most of them are at a relatively high level in the English Placement Test . • Methodology: Teacher-student interactive teaching model in classroom assisted by students’ autonomous learning on net after class • schedule: One semester, 64 periods 4 periods (two weeks) for one unit 4 periods for reading and writing, 2 periods for Text B and Fast Reading 2 periods for speaking
Key to Q 5. Yes. Typical. Return
Key to Q 6. If the learner is very young, American way could be taken. Return
全新版大学英语综合教程第二册(完整版)
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.
全新版大学英语(第二版)综合教程1-课后习题答案全集-2
Unit 1 Growing UpPart II Language FocusVocabularyⅠ.1.1.respectable2.agony3.put…down4.sequence5.hold back6.distribute7.off and on8.vivid9.associate 10.finally 11.turn in 12.tackle2.1.has been assigned to the newspaper’s Pari s office.2.was so extraordinary that I didn’t know whether to believe him or not.3.a clear image of how she would look in twenty years’ time.4.gave the command the soldiers opened fire.5.buying bikes we’ll keep turning them out.3.1.reputation, rigid, to inspire2.and tedious, What’s more, out of date ideaspose, career, avoid showing, hardly hold backⅡ.posed2.severe3.agony4.extraordinary5.recallmand7.was violating8.anticipateⅢ.1.at2.for3.of4.with5.as6.about7.to8.in, in9.from 10.on/uponComprehensive ExercisesⅠ. Cloze1.1.hold back2.tedious3.scanned4.recall5.vivid6.off and on7.turn out/in8.career2.st2.surprise3.pulled4.blowing5.dressed6.scene7.extraordinary8.image9.turn 10.excitementⅡ. Translation1.1.As it was a formal dinner party, I wore formal dress, as Mother told me to.2.His girlfriend advised him to get out of/get rid of his bad habit of smokingbefore it took hold.3.Anticipating that the demand for electricity will be high during the next fewmonths, they have decided to increase its production.4.It is said that Bill has been fired for continually violating the company’ssafety rules. /Bill is said to have been fired for continually violating the company’s safety rules.5.It is reported that the government has taken proper measures to avoid the。
全新版大学英语综合教程-2-课文电子书
全新版大学英语第二册课文Unit 1Text A Learning, Chinese-StyleText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Who should teach whom? Is learning a one-way street?2. Should we share our dreams for a better life with our parents or keep them to ourselves?3. Can children ever understand their parents completely?4. From the song can you guess what the theme of the unit, way of learning, chiefly refers to?Part II Text AHoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West.LEARNING, CHINESE-STYLEHoward GardnerFor a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the keyslot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties.I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.TWO DIFFERENT W AYS TO LEARNWith a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry — certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key—both of which accomplishments can (and should) in due course be modeled for him as well.We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something — whether it be placing a key in a key slot, drawing a hen or making up for a misdeed — he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life —as Americans do —as a series of situations in which one has to learn to think for oneself, to solve problems on one's own and even to discover new problems for which creative solutions are wanted.TEACHING BY HOLDING HIS HANDIn retrospect, it became clear to me that this incident was indeed key — and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries.When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the bestChinese tradition, they were ba zhe shoujiao — "teaching by holding his hand" — so much so that he would happily come back for more.The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day.CREATIVITY FIRST?In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original.One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon ).But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?(1182 words)Unit 2 Text A The Richest Man In America, Down HomeText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Who is it about?2. What happened to him one day?3. Do you think it was worthwhile to walk two or three miles to pay back the six and a quarter cents?4. Is the story related to the theme of the unit — values?The following words in the recording may be new to you:dismayn. 沮丧，失望disturbvt. 使不安conscientiousa. 认真的，尽职的Part II Text ADoes being rich mean you live a completely different life from ordinary people? Not, it seems, if your name is Sam Walton.THE RICHEST MAN IN AMERICA, DOWN HOMEArt HarrisHe put on a dinner jacket to serve as a waiter at the birthday party of The Richest Man in America. He imagined what surely awaited: a mansion, a "Rolls-Royce for every day of the week," dogs with diamond collars, servants everywhere.Then he was off to the house, wheeling past the sleepy town square in Bentonville, a remote Arkansas town of 9,920, where Sam Walton started with a little dime store that grew into a $6 billion discount chain called Wal-Mart. He drove down a country road, turned at a mailbox marked "Sam and Helen Walton," and jumped out at a house in the woods.It was nice, but no palace. The furniture appeared a little worn. An old pickup truck sat in the garage and a muddy bird dog ran about the yard. He never spotted any servants."It was a real disappointment," sighs waiter Jamie Beaulieu.Only in America can a billionaire carry on like plain folks and get away with it. And the 67-year-old discount king Sam Moore Walton still travels these windy back roads in his 1979 Ford pickup, red and white, bird dogs by his side, and, come shooting season, waits in line like everyone else to buy shells at the local Wal-Mart."He doesn't want any special treatment," says night manager Johnny Baker, who struggles to call the boss by his first name as a recent corporate memo commands. Few here think of his billions; they call him "Mr. Sam" and accept his folksy ways. "He's the same man who opened his dime store on the square and worked 18 hours a day for his dream," says Mayor Richard Hoback.By all accounts, he's friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around.No matter how big a time he had on Saturday night, you can find him in church on Sunday. Surely in a reserved seat, right? "We don't have reserved seats," says Gordon Garlington III, pastor of the local church.So where does The Richest Man in America sit? Wherever he finds a seat. "Look, he's just not that way. He doesn't have a set place. At a church supper the other night, he and his wife were in back washing dishes."For 19 years, he's used the same barber. John Mayhall finds him waiting when he opens up at 7 a.m. He chats about the national news, or reads in his chair, perhaps the Benton County Daily Democrat, another Walton property that keeps him off the front page. It buried the Forbes list at the bottom of page 2."He's just not a front-page person," a newspaper employee explains.But one recent morning, The Richest Man in America did something that would have made headlines any where in the world: He forgot his money. "I said, 'Forget it, take care of it next time,'" says barber Mayhall. "But he said, 'No, I'll get it,' and he went home for his wallet."Wasn't that, well, a little strange? "No sir," says Mayhall, "the only thing strange about Sam Walton is that he isn't strange."But just how long Walton can hold firm to his folksy habits with celebrity hunters keeping following him wherever he goes is anyone's guess. Ever since Forbes magazine pronounced him America's richest man, with $2.8 billion in Wal-Mart stock, he's been a rich man on the run, steering clear of reporters, dreamers, and schemers."He may be the richest by Forbes rankings," says corporate affairs director Jim V on Gremp,"but he doesn't know whether he is or not — and he doesn't care. He doesn't spend much. He owns stock, but he's always left it in the company so it could grow. But the real story in his mind is the success achieved by the 100,000 people who make up the Wal-Mart team."He's usually back home for Friday sales meetings, or the executive pep rally Saturday morning at 7 a.m., when Walton, as he does at new store openings, is liable to jump up on a chair and lead everyone in the Wal-Mart cheer: "Give me a W! Give me an A! Give me an L! Louder!"And louder they yell. No one admits to feeling the least bit silly. It's all part of the Wal-Mart way of life as laid down by Sam: loyalty, hard work, long hours; get ideas into the system from the bottom up, Japanese-style; treat your people right; cut prices and margins to the bone and sleep well at night. Employees with one year on board qualify for stock options, and are urged to buy all they can.After the pep rally, there's bird hunting, or tennis on his backyard court. But his stores are always on his mind. One tennis guest managed to put him off his game by asking why a can of balls cost more in one Wal-Mart than another. It turned out to be untrue, but the move worked. Walton lost four straight games.Walton set up a college scholarship fund for employees' children, a disaster relief fund to rebuild employee homes damaged by fires, floods, tornadoes, and the like. He believed in cultivating ideas and rewarding success."He'd say, 'That fellow worked hard, let's give him a little extra,'" recalls retired president Ferold F. Arend, who was stunned at such generosity after the stingy employer he left to join Wal-Mart. "I had to change my way of thinking when I came aboard.""The reason for our success," says Walton, in a company handout, "is our people and the way they're treated and the way they feel about their company. They believe things are different here, but they deserve the credit."Adds company lawyer Jim Hendren: "I've never seen anyone yet who worked for him or was around him for any length of time who wasn't better off. And I don't mean just financially, although a lot of people are. It's just something about him —coming into contact with Sam Walton just makes you a better person."(1066 words)Unit 2 Text A Father knows BetterText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. What sort of a song is it?2. Who should be sitting up and taking notice? Why?3. What does the singer think of his parent's way of doing things?4. Do you agree with what he says?The following words in the recording may be new to you:roamvi. 漫游drenchvt. 使湿透prophesizev. 作预言senatorn. 参议员heedvt. 注意stallv. 拖延ragevi. 激烈地进行Part II Text AThis comedy centers around a proud father's attempts to help his children, attempts which somehow or other always end up embarrassing them. For the sake of fun it carries things to extremes, but nearly everyone can recognize something of themselves and their parents in it.FATHER KNOWS BETTERMarsh CassadyCHARACTERS: FATHER; MOTHER; HEIDI, 14; DIANE, 17; SEAN, 16; RESTAURANT MANAGER, 20s; MRS. HIGGINS.SETTING: Various locations including a fast-food restaurant, the Thompson family dining room, and an office at a high school.ATRISE: As the lights come up, HEIDI enters and crosses Down Right to the edge of the stage. SEAN and DIANE enter and cross Down Left to the edge of the stage. They listen as HEIDI addresses the audience.HEIDI: My dad's a nice man. Nobody could possibly believe that he isn't. Yet he's... well, he's always doing these stupid things that end up really embarrassing one or more of us kids. One time, see, my brother wanted to buy this guitar. Been saving money for it for a long time. Then he got a job at this fast-food place, OK? Waiting tables. It was Sean's first actual job, and he was real happy about it. He figured in two or three months he'd have enough money to buy exactly the kind of guitar he wanted. Mom and Dad were proud of him, and well, OK, he's my big brother, and he's always pulling these dumb things on me. But, well, I was proud of him too. You know what happened? I hate to tell you because:SEAN, DIANE and HEIDI: (In unison) Father knows better!(The lights come Up Left on the fast-food restaurant where SEAN works. It consists of a counter and a couple of small tables. The MAN-AGER stands behind the counter. SEAN is busily cleaning the tables when FATHER walks in.)MANAGER: Good evening, sir. May I help you?FATHER: Good evening.SEAN: (To himself) Oh, no!(He squats behind one of the tables trying to hide from FATHER.)FATHER: I'm looking for the manager.MANAGER: That would be me, sir.FATHER: I'm Sam Thompson. My son works here.MANAGER: Oh, you're Sean's father.FATHER: Yes. It's his first job, you know. I just wanted to check that he's doing OK.MANAGER: Oh, fine. No problem.SEAN: (Spreading his hands, palms up, speaking to himself) What did I do to deserve this? Tell me what?FATHER: Hiring him was a good thing then?MANAGER: Well, yeah, I suppose so.SEAN: (Still to himself.) Go home, Dad. Go home. Go home.FATHER: I'm sure he's a good worker but a typical teenager, if you know what I mean.MANAGER: (Losing interest) I wouldn't know.FATHER: He's a good boy. And I assure you that if there are any subjects that need to be addressed, Sean and I will have a man-to-man talk.MANAGER: I don't think that will be necessary...FATHER: Oh, no problem. I'm proud of my son. Very, very proud. And I just wanted you to know that I'll do anything I can to help him through life's dangerous sea.SEAN: (Standing up and screaming) Aaaargh! Aaaargh! Aaaaaaargh!FATHER: Son, I didn't know you were here.SEAN: It's where I work, Dad.FATHER: Of course. I mean, I didn't see you.SEAN: I can't imagine why.FATHER: Your manager and I were just having a nice chat.(DIANE enters Down Left just as HEIDI enters Down Right. They look at SEAN and FATHER.)SEAN, DIANE, HEIDI: (In unison) Father, you know better than that.(The lights quickly fade to black and then come up a second or two later. SEAN stands alone at the Down Right edge of the stage. HEIDI and DIANE cross to Down Left edge of the stage.)SEAN: If that sort of thing happened only once in a while, it wouldn't be so bad. Overall, I wouldn't want to trade my dad for anyone else's. He loves us kids and Mom too. But I think that's sometimes the problem. He wants to do things for us, things he thinks are good. But he needs to give them more thought because:SEAN, HEIDI and DIANE: (In unison) Father knows better!(The lights fade to black and come up on the Center Stage area where FATHER and the three children are seated around the dining room table. MOTHER enters carrying a dish, which she sets on the table. FATHER quickly rises and pulls out her chair. She sits. The family starts eating dinner.)FATHER: I have a surprise for you, Diane.DIANE: (Knows it can't be good.) You have... a surprise?MOTHER: Well, whatever it is, dear, don't keep us in suspense.FATHER: Well, you know, Dan Lucas and I work together?DIANE: Kyle's father?MOTHER: Don't interrupt, dear, your father is trying to tell you something.HEIDI: (Stage whisper to SEAN) Something Diane won't want to know, I'll bet.SEAN: (Whispering to HEIDI) Whatever would make you think that?MOTHER: Sean, dear. Heidi, sweetheart, don't distract your father.SEAN and HEIDI: (Simultaneously) Sorry, Mom.FATHER: Now then. As I was saying, I know how much you like young Kyle.DIANE: Father!FATHER: It's true, isn't it? Didn't I hear you tell your mother that you wish Kyle would ask you to the senior prom?SEAN: Uh-oh!HEIDI: Oops!MOTHER: Please, children, please. Your father is trying to speak.DIANE: (Through clenched teeth, the words are in a monotone and evenly spaced.) Yes-I-said-that-why-are-you-asking?FATHER: Well then.DIANE: (Becoming hysterical) "Well then" what?!FATHER: What did I say? Did I say something wrong?HEIDI: (To SEAN) Not yet, he didn't.SEAN: (To HEIDI) But you know it's coming.MOTHER: Children, please. Do give your father the respect he deserves.HEIDI and SEAN: (Rolling their eyes) Yes, Mother.FATHER: Well, today I saw Dan and asked if he'd like to go to lunch at that French restaurant on Third Street. You know the one, Mother.MOTHER: Well, yes, I believe I do.FATHER: My treat, I told him. And, of course, he was glad to accept.MOTHER: Why wouldn't he be?FATHER: (Somewhat surprised) Well, yes.DIANE: What-has-this-to-do-with me?!MOTHER: Diane, sometimes I just don't understand your behavior. I try my best.DIANE: (Very short with her) I'm sorry.MOTHER: Thank you, Diane. (To FATHER) Please do go on, dear.FATHER: As I said —HEIDI: We know what you said, Daddy.FATHER: Er... uh, what's that?SEAN: She said, "We know what you said, Daddy."FATHER: Yes, yes, of course.MOTHER: Do get on with it, dear. I've made the most glorious dessert. An old recipe handed down to me by my great Aunt Hilda —DIANE: Mother, please!MOTHER: Yes, dear?(DIANE shakes her head and lets her body fall against the back of the chair.)FATHER: At any rate, Dan's a nice guy. Never knew him well. Found we have a lot of the same interests. Our families, our community, global peace, human welfare.HEIDI: (Mumbling to herself) That narrows it down, all right.SEAN: Father?FATHER: Yes, son?SEAN: I do believe Diane would like to know the surprise.DIANE: (Breathing hard as if exhausted, she turns to SEAN, nodding her head up and down repeatedly.) Thank you, Sean. I owe you one.FATHER: Well, yes. Here it is then. I told Dan of your interest in his son.DIANE: You what?MOTHER: Diane, what has come over you? I just don't understand the younger generation. Why back in my day —DIANE: Mother, please!MOTHER: What, what? What?HEIDI: Mother, I believe she wants Father to continue.SEAN: (To himself) Get this over with, more likely.DIANE: Daddy, please, tell me. Now. Right away. What did you say, Daddy? Please. Tell me, what did you tell Mr. Lucas? Tell me, please. Please, tell me.FATHER: Well, now, isn't this nice. It looks like my little scheme is a success. You're so eager to find out... makes a man feel as if it's all worthwhile.HEIDI: (To SEAN) Can you believe this?SEAN: (To HEIDI) Oh, sure. Can't you?FATHER: Yes, well, I told him how much you liked young Kyle, and how you'd been wishing he'd ask you to the prom.DIANE: You didn't! Tell me you didn't!FATHER: Oh, yes. Anything for my children.DIANE: (Swallowing hard) And... and —MOTHER: Diane, are you all right?DIANE: (She juts out her chin at MOTHER and quickly jerks her head around to face FATHER.) Well... what did he say?!FATHER: Well, of course, being the sort of man he is — frank, understanding, he said he'd speak to the young man, insist he give you a call.DIANE: (Angry scream!) Whaaaaaat!SEAN and HEIDI: (Together) Father, you know better than that.FATHER: I do? Yes, yes, I guess I do. I've... done it again, haven't I?(The lights quickly fade to black and then come up a second or two later. DIANE stands alone at the Down Right edge of the stage. HEIDI and SEAN enter Down Left and cross to the edge of the stage.)DIANE: Can you imagine how humiliated I was? An honor student, class president. And Father was out asking people to have their sons call and ask me to the prom! But that's dear old dad. Actually, he is a dear. He just doesn't stop to think. And it's not just one of us who've felt the heavy hand of interference. Oh, no, all three of us live in constant dread knowing that at any timedisaster can strike because:DIANE, HEIDI and SEAN: (Shouting in unison) Father knows better.(The lights fade to black and quickly come up again Stage Left where there is an executive-type desk and chair and two other chairs. Behind the desk sits MRS. HIGGINS, in charge of admitting new students to Benjamin Harrison High School. HEIDI and FATHER sit in the other chairs.)MRS. HIGGINS: So this is our new student, is it?FATHER: That's right.MRS. HIGGINS: What's your name, young lady?HEIDI: HEIDI Thompson.MRS. HIGGINS: I'm sure you'll find the students friendly. And the teachers more than willing to answer questions.FATHER: She is an exceptional young woman, you know.HEIDI: Daddy!FATHER: Very, very bright.MRS. HIGGINS: Yes, now if we can get you to fill out —FATHER: Don't know where she got her brains. Her mother, I suppose. Oh, I was bright enough. But nothing like HEIDI. All her teachers have told Mrs. Thompson — that's her mother — and me that she was just about the brightest —MRS. HIGGINS: (Interrupts as she loses her patience, though trying to be pleasant) As I said, if you have proof of vaccinations —FATHER: (Interrupts, carrying on with his line of thought) Besides being bright, she's very, very talented.HEIDI: (Twists her hands over and over in front of her chest.) Please, Daddy, don't do this.FATHER: Well, of course I will, darling. I'm proud of you. Your mother and I are proud of you. (Turns back to MRS.HIGGINS.) Why just last year, in her last year of junior high school, before we moved, Heidi placed first in the county in the annual spelling bee! Isn't that wonderful? And she plays the piano like an angel. An absolute angel.HEIDI: Daddy, please. Please, please. Daddy, I have to go to class. I want to go to class. Please let me go to class.FATHER: See what I mean? Such an eager learner. I can't imagine anyone's being more eager for knowledge than my Heidi. My little girl.MRS. HIGGINS: Yes, well, be that as it may —HEIDI: Aaargh! Aaaaargh! Aaaargh!(DIANE and SEAN enter Down Right. They look at HEIDI, FATHER, and MRS. HIGGINS.)HEIDI, DIANE and SEAN: (Shouting in unison) Daddy, you know better than that!FATHER: Er, uh, I do?(Curtain)(1912 words)Unit 4 Text A A Virtual LifeText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Is the hero a student or an employee?2. What was he doing when the boss came in?3. How did he act in front of his boss?4. Can you guess what the texts in this unit are going to be about?The following words in the recording may be new to you:surfvt. （在网上）漫游log onto进入（计算机系统）unpredictablea. 不可预测的Part II Text AMaia Szalavitz, formerly a television producer, now spends her time as a writer. In this essay she explores digital reality and its consequences. Along the way, she compares the digital world to the "real" world, acknowledging the attractions of the electronic dimension.A VIRTUAL LIFEMaia SzalavitzAfter too long on the Net, even a phone call can be a shock. My boyfriend's Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen; a secretary's clipped tone seems more rejecting than I'd imagined it would be. Time itself becomes fluid —hours become minutes, or seconds stretch into days. Weekends, once a highlight of my week, are now just two ordinary days.For the last three years, since I stopped working as a television producer, I have done much of my work as a telecommuter. I submit articles and edit them via email and communicate with colleagues on Internet mailing lists. My boyfriend lives in England, so much of our relationship is also computer-assisted.If I desired, I could stay inside for weeks without wanting anything. I can order food, and manage my money, love and work. In fact, at times I have spent as long as three weeks alone at home, going out only to get mail and buy newspapers and groceries. I watched most of the endless snowstorm of'96 on TV.But after a while, life itself begins to feel unreal. I start to feel as though I've become one with my machines, taking data in, spitting them back out, just another link in the Net. Others on line report the same symptoms. We start to feel an aversion to outside forms of socializing. We have become the Net critics' worst nightmare.What first seemed like a luxury, crawling from bed to computer, not worrying about hair, and clothes and face, has become a form of escape, a lack of discipline. And once you start replacing real human contact with cyber-interaction, coming back out of the cave can be quite difficult.。
Unit1-全新版大学英语(第二版)综合教程2电子教案
And you, of tender years, Reading Detailed know the fears Can’t ____________ that your elders grew by. And so please help them with your youth, seek the truth They ____________ before they can die. Teach your parents well, Their children’s hell will slowly go by. on your dreams And feed them _____________ , The one they picks, the one you’ll know by.
t 1 Ways of Learning Unit 1 Ways of Learning
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Crosby, Stills and Nash The musical partnership of David Crosby (b. Aug. 14, 1941), Stephen Stills (b. Jan. 3, 1945), and Graham Nash (b. Feb. 2, 1942), was Detailedonly one of the most successful not Reading touring and recording acts of the late 1960s, 1970s, and early 1980s — with the colorful, contrasting nature of the members' characters and their connection to the political and cultural upheavals (动荡，剧变) of the time — it was the only American-based band to approach the overall societal (社会的) impact of the Beatles. The resulting trio (三人组) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock.
大学英语(全新版)(综合教程) 教案2
天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材: 大学英语（全新版）第二册(综合教程) 主编: 李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日------2007年7月8日授课教师:姜炳生Lesson Plan of College English Book IICourse Description:Course Objectives: The objective of College English is to develop students‘ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China‘s social development and international exchanges.Textbook:College English (Integrated Course 2, Listening and Speaking course 2 New Edition)Course Duration: from March 5th of 2007 to July 8th, 2007Teaching Hours: 4 hours each week (two hours is subtracted every week to enhance listening and speaking in the Multimedia Lab.Subjects of Teaching: 2006Class Three, Department of PhysicsTopics:Week 1: Integrated Course 2: Unit one Ways of LearningWeek 2: Listening and Speaking course 2: Unit 1 Sports, Unit 2 WeatherWeek 3: Integrated Course 2: Unit two ValuesWeek 4: Listening and Speaking course 2: Unit 3 Food and drinks, Unit 4 Health Week 5: Integrated Course 2: Unit Three The Generation GapWeek 6: Listening and Speaking course 2: Unit 5 Music, Unit 6 BusinessWeek 7: Integrated Course 2: Unit Four The Virtual WorldWeek 8: Listening and Speaking course 2: Unit 7 Fashion, Unit 8 SocietyWeek 9: Integrated Course 2: Unit Five Overcoming ObstaclesWeek 10: Listening and Speaking course 2: Unit 9 Unusual Happenings,Unit 10 DisastersWeek 11: Integrated Course 2: Unit Six Women, Half the skyWeek 12: Listening and Speaking course 2: Unit 11 Famous People, Unit 12 Invention Week 13 Integrated Course 2: Unit Seven Learning about EnglishWeek 14: Listening and Speaking course 2: Unit 13 Human Virtues, Unit 14 BiodiversityWeek 15 Integrated Course 2: Unit Eight Protecting Our EnvironmentWeek 16: Text Reciting Listening and Speaking course 2: Unit 15 Environment, Unit 16 InternetWeek 17: Oral ExaminationWeek 18: RevisionTeaching Format:This course uses a variety of learning methods: Lectures, collaborative tasks, group discussions and presentations.Required work for the students:Students are required to1.write a short essay every week2.do translation exercise of each unit3.recite at least two paragraphs of each text4.read at least 5000 words of reading materials that suit their levels5.have conversational oral practice with their roommates or classmates every day6.get up at 6:30 Am and read English every dayAssessment:Autonomous Learning through Internet: 10%, Test of each Unit: 10%, Students Performance in class: 10%, Homework and Text Reciting: 10%, Oral Exam: 10%, Final Exam: 50%Course Instructor: Jiang BingshengUNIT 1 Ways of LearningTeaching Objectives: Students are required to1.grasp the main idea (that it would be ideal if we can strike a balance between theChinese and Western learning styles) and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast—conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as differentways to compare and contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the textTeaching Procedures:Activity 1:1. Teacher asks students some questions.Q1: Is Learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Q2: Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)Activity 2:Teacher goes through the text with the students, helps them with words, phrases, sentences etc.New words and expressions1. attach: fasten or join (one thing to another)attach sth.to sth; eg. to attach a photo to a letter, be attached to sb./sth.eg. Most guys are attached to her beauty. attach importance to sb. /sth.eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. You will find a copy of the document which is attached to this letter you asked for.2.not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn' t seem in the least concerned about her study.3.find one' s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around.4.phenomenon:(pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are natural phenomena.5.initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.e.g. The college student decided to assist the boy with his study.7.somewhat: to some degree, a littlee.g. It is reported that conditions in the village have improved somewhat since November.8.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖9. on occasion: now and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.e.g. We must await the results of field studies yet to come.9.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.10. on one’s own: a. without anyone‘s helpe.g. You needn‘t g ive me any help, I‘m able to manage on my own.e.g. I‘d rather not go to dance on my own. I do wish you‘d come with me.11. in due course: at the proper time; eventuallye.g. Your book will be published in due course.12. make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.13.view…as…:regard…as…14.in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.15. apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new pension arrangements won‘t apply to people born before 1960b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.16.work at/on: try hard to achieve or improve (sth.)；从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work:在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give priority to English and computer studies.17.evolve: (cause to) develop gradually (followed by into/from)e.g. The story evolves into a violent tragedy.Ss make sentences by means of ―evolve‖:通俗歌曲是由民歌演变而来。
全新版大学英语综合教程第二册完整版课件
全新版大学英语综合教程第二册完整版课件全新版大学英语综合教程第二册完整版课件是一套高等教育中广泛使用的英语教学课件，它旨在帮助学生提高他们的英语综合能力。
以下是本课件的主要内容。
第一部分：听力第一部分为听力练习，旨在训练学生的听力技巧和理解能力。
课件包括大量真实对话、新闻报道、学术讲座等录音材料，并提供相关的听力理解问题和练习。
第二部分：阅读第二部分为阅读练习，帮助学生提高他们的阅读技巧和理解能力。
课件提供各种各样的阅读材料，涵盖不同主题和文体，并附有相关的阅读理解问题和练习。
第三部分：口语第三部分为口语练习，旨在帮助学生提高他们的口语表达能力和交际技巧。
课件提供丰富的口语练习题目，包括对话、演讲、辩论等，同时还提供相关的词汇和表达方式。
第四部分：写作第四部分为写作练习，帮助学生提高他们的写作能力和文化素养。
课件提供不同类型的写作题目，包括议论文、说明文、应用文等，同时还提供相关的写作技巧和范文参考。
第五部分：语法与词汇第五部分为语法与词汇练习，旨在巩固学生的语法知识和词汇量。
课件提供大量的语法和词汇练习题，涵盖了各个难度层次，帮助学生提高他们的语法和词汇运用能力。
第六部分：文化背景第六部分为文化背景学习，帮助学生了解英语国家的文化背景和社会习俗。
课件提供丰富的文化背景材料，包括历史、地理、文学、艺术等方面的内容，并提供相关的讨论和研究题目。
总结：全新版大学英语综合教程第二册完整版课件是一套综合性的英语教学课件，旨在提高学生的听力、阅读、口语、写作、语法、词汇和文化背景等方面的能力。
通过使用本课件，学生可以全面提高他们的英语综合能力，为将来的学习和工作打下坚实的基础。
全新版大学英语第二版综合教程2Unit1
The boy is given a hula hoop but no instructions.
What kind of outcomes do you expect?
Ways of Learning
A Practical Experiment
Two children are given hula hoops, a toy they are unfamiliar with.
5. What is the attitude of the hotel staff toward Benjamin’s efforts?
( They held his hand and taught him how to insert the
key correctly )
Scanning
Ways of Learning
Difficult sentences
Ways of Learning
2. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. (Para.3)
Ways of Learning
Points for Comparison/ Contrast
Chinese
Americans
1) Ways to learn to accomplish a task
Show a child how to do sth., Teach by holding the hand
3. Any Chinese staff member nearby would come over to watch Benjamin and noting his lack of initial success, attempt to assist. (para.4)