现代大学英语第二册lesson9
现代大学英语精读2Unit9课后翻译句子答案
Unit91.Mr. Lin has always concerned about the desertification.I fully agree with him that this is a serious concern as regard as our environmental protection.2.The government spokesman expressed deep concern for the two Chinese engineers who were recently taken hostage by the pirates.3.It is hard to visualize how we can protect the dam from enemy attack.4.Freedom of religion means not only that people can pursue different faiths. It also means that they the right not to have any religion.5.We teachers usually meet once every week to compare notes about the teaching.6.The situation of this area is very delicate. No country should be allowed to do anything to threaten the precarious balance.7.To be adequate as a translator, we must have a good command of both the foreign language and Chinese. AndI consider myself terribly inadequate in this aspect.8.However we differ in our opinion, we must face the challenge together.9.The way I define a good education is that when you get through it, you not only know how to make a living, but you also know how to live.10.It always delights Mr. Blake to hear of his students’successes.11.There are a lot of things to consider before we can make a decision.12.To give up is wise when it is impossible to succeed.13.It might be sensible to get a lawyer under the circumstances.14.We admire their courage to tell their children the truth, however painful it is.15.It is almost impossible for public figures to appear ina busy street without being recognized.16.I was amazed by people’s readiness to help a stranger even they know they may get into trouble.17.It is important for students to know not only their strengths but their limitations as well.18.This country’s attempts to limit family size among some minorities are likely cause problems.19.I don’t have to tell you how important it is for you to keep your month shut about all this.。
现代大学英语精读lesson9共38页文档
"Brilliant book!"
- Nick Donaldson, Bit Wrangler Extraordinaire!.
At eleven Stephen went to St Albans School, and then on to University College, Oxford, his father's old college. Stephen wanted to do Mathematics, although his father would have preferred medicine. Mathematics was not available at University College, so he did Physics instead.
3. to affect:
to do sth. that produces an effect or change in sb. or sth.
eg. This disease will not affect your brain. The war has deeply affected people’s daily life. *Compare: influence; effect
2. End up: to be in the end(in the stated place, condition, etc.)
To end up (as) e.g. He ended up as the CEO of the company. To end up in e.g. Wasteful people usually end up in debt. To end up doing sth. e.g. Somewhat to his surprise, his son ended up designing the whole car and putting it into production.
《现代大学英语精读2》教案（lesson1-11）
《现代大学英语精读2》教案（lesson1-11）Lesson 1 Another School Year—What For?Aims:1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson. Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. to be fresh out of: be having recently finished2. body: a group of people who work together3. to reach for: try to obtainTo read: to have … written on it4. Question: What’s the difference between training and education?5. … be around long enough for it to matter.Paraphrase: stay at college very long to understand mywords, so it would not be important whether or not I told him all this.6. to average out to/at…: (informal) to result in an average amount7. to hold: to remain the same8. to see to it that: to make sure that9. … doesn’t go to the electric chair…Paraphrase: is sentenced to death not because you are not a competent lawyer.To go to the electric chair: to be punished or killed on the electric chair.10. along with: in addition to; as well asSentence meaning: In addition to all other things the professional skills offer.11. … may it always suffice.I hope your income will always be enough.12. reasonably: to a degree that is fairly good 还好的，尚可的13. to maintain some contact with…: to keep in touch with…14. Will there be a painting a reasonably sensitive man can look at without shuddering?Paraphrase: Will you have a painting in your house that shows your taste?15. to be out to do/be out for… : be trying to do16. to be stuck for sth. : not knowing what to do17. signing checks: paying for what you’ve bought by signing checks.18. the best human minds: the best philosophers, scientists and writer.19. If you have no time for…have no business in college.Paraphrase: If you don’t want to study a little literature,philosophy and the fine arts and history, you should n’t be here at college.20. You are on your way … butt on Neanderthal.You’ll soon become a new type of humans who are uneducated and can only operate machines by pushing the buttons.21. …rather the college went through them—without making contact. Paraphrase: It’s more accurate to say that they pass through the college without learning anything.22. …being unaided: without the help of others23. There is not time enough … in order to be a civilized human.Paraphrase: One lifetime is too short to create an environment for a person to become civilized.24. …there cut into the stones are the names of the scientists.Paraphrase: The names of the scientists are carved into the stone there as memorials.25. the chances are: it is likelyIII.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 2 Maheegun My BrotherAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary andin grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. … spring was late in coming.Paraphrase: it was so cold that it seemed that it were the weather of winter. In fact, it was spring.2. to get: to put … into a place or state3. not that: although it is not true that4. ever: that I had ever known of.5. upset: (v.) knock over, knock down6. …waiting for things to quiet down.Paraphrase: waiting until my grandma wasn’t angry7. half grown: on the way of becoming an adult wolf.8. Gone was the puppy-wool… black mantle.Paraphrase: His fur changed from the puppy-wool to beautiful and black hair. (Here the author uses metaphor. He compares the wolf’s skin to a coat and mantle.)9. after: (adv.) later10. It all served to fog my mind with pleasure … one night Maheegun unchained.Paraphrase: I was so happy with Maheegun that my alertnessslacked and forgot to chain him one night.11. The following morning in sailed Mrs. Yesno, wild with angerWild with anger: very angry12. start: (n.) a sudden uncontrolled movement13. wild cry: natural and strong cry14. for life: all one’s life15. (all) for the best: best for the long run16. I was as busy as … for the winter.Paraphrase: I was busy with preparing myself for a future career. (The author uses simile here.)17. It was not long after that I found the answer.Paraphrase: Soon I found Maheegun still remembered me.18. to slip into: to put on19. I circled to my right … creek bed.Paraphrase: I move around to the right and fell into a creek bed that was filled with snow.20. … the snow had made a blank … have been no creek there.Paraphrase: it was snowing heavily, and the air was so thick with big snow flakes that I couldn’t see through them. But I realized that I had taken the wrong direction, because there was no creek where I should have moved to.21. to blow itself out: to lose force and stop entirely22. A great white stillness had taken over and with it, biting cold.Paraphrase: The storm had stopped. The white world was quiet and very cold. 23. … freeze the wo rld with fear.Paraphrase: seemed to terrify all the living creatures and make them become still.24. Suddenly the world exploded in snarls.Paraphrase: Suddenly with terrible snarls, the wolves began to attack.25. to work one’s way: to move difficultly and gradually26. … reached out: stretch out his tongue.27. Maybe it was relief or weakness or both.Paraphrase: Maybe I cried because I was now out of danger, or maybe because I was weak, or because of both of the two reasons.28. … fanned it into life.Paraphrase: caused it to burn by blowing the fire.29. … my eyes came … by my bed.Paraphrase: my eyes adjusted themselves to be able to see clearly my grandfather sitting by my bed.30.He is with his own kind.Paraphrase: He is living among his fellow wolves.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 3 More Crime and Less PunishmentAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. households: people living together2. to amount to: to add up to; to be equal to3. … have arrest reco rds for nontraffic offence.Paraphrase: have been arrested because of illegal actions which do n’t include breaking traffic rules.4. correctional supervision: (a euphemism) a kind of punishment, such as reform school5. to lock sb. away: to put sb. in prison6. This is why the certainty and … the crime rate goes up.Paraphrase: This is why not all crimes are punished and the punishment is less severe although the crime rate increases.7. to give out: to announce, to enforce8. property crimes: crimes of stealing, mugging (打劫) or robbery9. … but it just might be the other way around.the other way around/round: the opposite situationParaphrase: but the opposite might be true: crime prevents punishment.10. Our current crop … who were once imprisoned in Alc atraz.Paraphrase: The present prisoners are much more serious law-breakers than the prisoners of the country in the yearsbetween 1930s and 1960s.11. … it makes little/no sense… : it is not sensible or reasonable.12. … answer the TV message: It’s 10 o’c lock! Do you know where your children are?”Paraphrase: make sure they are all home at 10 o’clock in the evening.13. The other are rejected or dismissed … instead of punishment.Paraphrase: The other three arrested criminals’ cases are refused or stopped because there isn’t sufficient evidence or no witness can be found. Or instead of being put into prison, these criminals are sent elsewhere for medical treatment (when they can produce proof for illness of some kind.)14. the select few: the few criminals who are carefully chosen15. to be easy on: to treat … in a gentle way and not too severe16. Yet when measured against the lower crime rates …To measure sth./sb. against sth./sb. : to judge sb./sth. by comparing them with another person or thingParaphrase: But when longer prison sentences are compared with the lower crime rates.17. … are not worth the cost to state and local governments.Paraphrase: are not worthwhile because state and local governments have to pay much money for this.18. given: specific19. … we do know the extent … major crime convictions.Paraphrase: We do know how many of those people under parole are convicted and put into jail again for serious crime.20. … only 15000 crimes prevented.Paraphrase: If those prisoners were kept in prison for another year, only 15000 crimes would be prevented.21. a drop in the bucket: an amount of sth. that is too small to be important.22. This works out to more than $100, 000 per crime prevented.Paraphrase: This means that it costs more than $100, 000 to prevent one crime. III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 4 The Nightingale and the RoseAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. for want of: because of a lack of2. lover: a person who loves3. ball: a large party with dancing4. to: according to; while sth. else is happening 伴随着5. something of: to some degree6. plot: a small piece of land used for a special purpose7. … nipped my buds.Paraphrase: stopped the growth of the buds8. … and what is the heart of a bird compared to the heart ofa man? Paraphrase: The heart of a bird is nothing compared to the heart of a man. (The sentence is a rhetorical question.)9. to ask … of sb. : to ask sb. for …10. … he could not understand what the Nightingale was saying to him. Question: Why could n’t he understand?11. to sing of: (formal) to mention sth in a song or a poem, especially to praise it12. spray: (n.) a small branch having buds or flowers13. girdle: a band of red color round the middle of the petals14. … a film came over her eyes.Film: a thin layer or covering of sth.15. to choke: to make sb. unable to breathe16. all over: all parts of one’s bodyIII.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 5 Say YesAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. to pitch in: (Here in is an adverb.) to start to work eagerly2. somehow: (adv.) in some way not yet know3. to get onto: begin to talk about4. “Oh boy” is used to show annoyance5. to take my word for it: to believe what I say6. She was piling dishes on the draining-board at a terrific rate.Question: Why at a great speed?7. “Not the same, like us.”Paraphrase: They don’t have the same background, and they are not like us.8. to resort to : to adopt, useTrick: method9. He’d acted out of conc ern for her,Paraphrase: He had done so because of concern for her.10. … he thought that it would be a nice gesture on her part not to start up that conversation again,Paraphrase: he hoped his wife would show her concern in return by not continuing the unpleasant conversation.11. For Christ’s sake: The expression is often used to show annoyance, like “Oh boy”.12. Let’s say: Let’s suppose13. cornered: forced into a difficult position14. Let’s not move too fast on this.Paraphrase: Let’s not rush to a decision.15. “Thank you.”Question: Thank you for what?16. snap through the pages: turn the pages suddenly and quickly17. While he was at it,Paraphrase: While he was cleaning dishes.18. In another thirty years…Question: What does the word “another” s uggest?19. What would all that stuff matter then?Paraphrase: What is the sense of arguing about these problems?20. I’ll make it up to you.Paraphrase: I’ll do something good for you.21. “We’ll see” is used when you don’t want to make a decision right now.22. His heart pounded the way… the house, a stranger.Question: What does the sentence show?III. Assignment: Exercises after the text.III.Checking the exercises.IV.Dictation of the new words in the lesson.Lesson 6 The Man in the WaterAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. as persons/things go: compared with the average persons/thingsAs businessmen go, he is considered pretty honest.2. There was the unusual element of … high traffic.Paraphrase: One thing that was unusual about this disasterwas that the plane hit the bridge when the traffic was heavy.3. Then, too, there was the location of the event.Paraphrase: Besides, the location of the event was also unusual.4. … a blast of real winter…: a sudden strong and really cold winter5. … a single slap of metal on metal: the plane’s colliding/collision on the bridge, both of which was made of metal6. And there was the aesthetic clash as well—blue-and-green Air Florida, Paraphrase: When the air crash occurred, it was not just a clash of metal against the bridge, but also a clash between colors: the blue-green color of the plane and the gray and black color of the ice and river.7. … while always special…Paraphrase: although it is always special8. … bring millions to tears or to attention.Paraphrase: make millions of people cry or attract their attention9. Why, then, the shock here?Paraphrase: Why was there such a shock, then?10. the elements: the bad weather11. indifferent as ever: unconcerned about the consequences as always12. to rise to the occasion: to deal successfully with a difficult situation13. a park police: police whose job is to look after a park14. in the line of duty: part of one’s duty15. … lines that is no less admirable for being repeated.Paraphrase: words that have been said before by manyheroes, but the words are still admirable.16. to stick in the mind: to be remembered17. But the person most responsible for …“the man in the water”.Be responsible for: be the cause for18. lifeline: a rope used to save people at sea19. mass casualty: large numbers of people hurt or killed20. commitment: a strong sense of responsibility21. his anonymity another.Paraphrase: The fact that he did not leave his name was another reason why the story held national attention.22. … gave him a universal character.Paraphrase: make him have a universal quality and make people feel that it could have been anyone.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 7 The Greatest InventionAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. rough: not exact2. to turn out: to happen to be in the end3. … Like liquid tropical sunlight,Question: What does the sentence show?4. to aim at: to direct one’s efforts towards5. War is no longer a matter of armies;Paraphrase: War doesn’t depend on how many armies you have.6. …west of the Atlantic: Latin American countries.7. … he was not at all what one would regard as the figure ofa soldier. Paraphrase: He was not at all the kind of person one would regard as a soldier, because he was not tall and strong.8. charge: a rushing forceful attack9. get rid of him: remove him from office10. to let loose: to free11. to have sth. within one’s grasp: to be able to achieve or attain sth.12. to keep sb. at sth. : to force sb. to continue to do13. … for I thought it very likely in a hot country like th at.Paraphrase: Because people usually think hot weather can make one become listless （无精打采的）and lazy.14. to drive: to force sb. to work hard15. … he was more than content: he was very content; he was very satisfied16. … drove him away: made him work on another thing or sth. else.17. drugged: addicted to drugs18. And the splendor of our position faded like dreams.Paraphrase: The glory of our country disappeared like dreams.19. fancy: a new idea20. … he gave me every facility, showing me the entire p rocess…Paraphrase: He used every facility to show me the whole process.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 8 Psychologically SpeakingAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation andexplanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. What is it?Paraphrase: What is it on your mind? What are you thinking of?2. to fool around/about: to waste time 闲逛3. Out with it.Paraphrase: Tell me about it.4. up: (adv.) to the place in the north.5. garage: a place where motor vehicles are repaired6. delicate: very sensitive to what is proper7. … unless he was.Paraphrase: unless he was respectable.8. … not when I’m working for you.Paraphrase: I won’t go out with him when I’m working for you.9. to behave yourself: to do things in a way that people think is correct or polite10. impulsively: suddenly without thinking of the consequences11. If it works out.Paraphrase: If it succeeds.12. under cover: pretending to be sb. else in order to do sth. secretly13. be on your honor: be trusted to do sth.14. We’re putting you and Dad on your honor.Paraphrase: We respect you and believe in you.15. … Bessie Waring once.Explain: In some western countries, when a woman gets married, she will use her husband’s family name as her family name.16. ... it was a fool’s paradise!Paraphrase: It was an imaginary and unreal beautiful world.17. to open one’s eyes to: to make sb. realize18. to claim: ask for or demand because you think it is your right to have it19. for all you know: you really don’t knowIII.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 9 Quick Fix SocietyAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar. Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation andexplanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. fix: (n.) solution to a problem, especially an easy and temporary one2. consist of: be formed from3. half the fun: the largest part of fun (of our trip to West Virginia)4. … had tried to take on another hot July afternoon.Question: What does “another” suggest?5. to crowd: to make … move close together6. … no little dots t his time.Paraphrase: This time they didn’t seem like little dots.7. … refreshed, revitalized, and reeducated.Paraphrase: We felt energetic and fresh, and had experienced a new way of life. 8. … not just to get from Point A to Point B.Paraphrase: not just to travel from place to place, but also in many other aspects of life.9. Americans understood the principle of deferred gratification.Paraphrase: Americans knew it took time for their desires to be satisfied.10. We put a little of each paycheck away “for a rainy day”.Paraphrase: We save a little money from our income in case we might need it in the future.11. to save (up) for: to save money because of12. to help sb. out: to help sb. in a difficult situation13. relax now: buy what we want now14. ready-made: able to be used at once15. off the rack: ready-made16. to warp up: to complete or finish17. … doesn’t agree with us.Paraphrase: make us feel sick.18. … you guessed it.Explain: This sentence shows that the readers know what the writer would say next.19. minutes: a summary of a formal meeting20. Cliff’s Notes: a series of reference books which contains the summary and comment of the work21. … especially if we are students.Question: Why?III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 10 The Richer, the PoorerAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the wordsand grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. Bess had lived each day as if there were no other.Paraphrase: Bess seized every minute to enjoy herself as if she would die next day.2. lean: (adj.) small in amount3. Bess had the clothes on her back.Paraphrase: All of Bess’s clothes was what she was wearing.4. wordly: (adj.) of the material world5. … her child’s mouth watered for ice cream and candy.Paraphrase: As a child, she wanted ice cream and candy very much.6. to clerk: (v.) to keep records or accounts7. But her freshman year found her unable to indulge this fantasy.Paraphrase: But in her first year at high school, she found that she couldn’t allow herself to spend her money on clothes.8. to put one’s mind to sth. : to concentrate on; to set one’s mind on sth. 集中精力做9. Lottie expected to be settled with a home and family.Settled: (adj.) comfortable and happy。
现代大学英语精读第二版第九课课文分析
Lesson 14 - After Twenty Years
Structure of the text
Part 1 (paras. 1—17) about: The policeman (Jimmy) met with Bob and had a conversation.
Bob was arrested by a plain clothes man Part 2 (paras.18—33) about:without his awareness until he found that the policeman was his expected friend Jimmy.
The end of the Drama.
I. Text Analysis
Theme of the story
Lesson 14 - After Twenty Years
Loyalty to friend VS. Devotion to duty
The end of the Theme.
I. Text Analysis
Para.9: … “for he always was the truest, best old friend in the world.”
Para. 13: “He was a kind of slow man, though, good fellow as he was.”
The end of Text Analysis.
The end of the Setting.
I. Text Analysis
Lesson 14 - After Twenty Years
Drama of the story
When they met again twenty years later, they should find themselves on opposite sides of the law—one was the man wanted by the police and the other turned out to be the police officer instructed to watch out for the runaway criminal. But no matter how much Jim had cherished their friendship, he would not let a personal relationship stand in the way of discharging his duty.
Lesson 9-book 2 Quick Fix Society 现代大学英语第二册课件
We toured a Civil War battlefield and stood on the little hill that fifteen thousand Confederate soldiers had tried to take on another hot July afternoon, one hundred and twenty-five years ago, not knowing that half of them would get killed in the vain attempt. (Para. 2)
• Expectations of quality time are usually high and people are encouraged to schedule their quality time. But mostly families failed to reattain the happiness in the past when all the members spent a long time together and lives were more leisure.
In fact, most Americans are constantly in a hurry—and not just to get from Point A to Point B. Our country has become a nation in search of the quick fix—in more ways than one. (Para. 3)
quick solution
to try to find
In fact, most Americans are always in a rush. People are not only trying to find the fast way to get around from place to place, but also looking for ways of getting things done quickly in various aspects of life.
现代大学英语听力2Unit 9
Task 11) Man: I had the girls running in circles when I was in college.Woman: I never knew you were the campus hero.Man: I wasn't. I was the women's track coach.2) Instructor: Mr. Jenkins, why are you late?Student: I guess because the class started before I got here.3) Woman: Doctor, you have to come immediately—my baby swallowed some camera film! Doctor: Just calm yourself, nothing will develop.4) Customer: Waiter, this water is cloudy.Waiter: The water's okay, madam. It's just that the glass is a little dirty.5) Woman: The bride wears white on her wedding day as a symbol of happiness, for this is the most joyous day in her entire life.Man: Why does the groom wear black?Task 2Catherine: I think firstly I find the French language, very melodic to listen to. It's very easy on the ear, and it almost sounds poetic. No matter what kind of mood the individual is in, who's talking, or what they're talking about, there seems to be a rhythm to the language. And it's rounded; there are no sharp, jagged edges to the language, so it's very pleasing to the ear.Chris: I think the accent I really like is the Dane speaking English. They sound awful when they speak Danish, but when they speak English there's a beautiful, low, sensitive, very soft quality about it.Donald: I like the way they bring their French pronunciation into English. They can't pronounce "h"s and they can't pronounce "th" properly. And I think that actually sounds very nice. Also I like the rhythm they bring French rhythms into English—nice, steady rhythms and I like that too. It's just it, it... whenever I hear a French person speaking English it sounds more gentle and more lyrical.Lesley: I think the most attractive foreign accents for me are Mediterranean accents because they, if you like, import their own culture into the English accent and give it a lot of life that sometimes, that kind of—the gestures and everything that the English people don't have, so you get a beautiful mixture of the serious Northern European and the Southern European together. Susan: I like the Swedish accent because it, it makes me smile and the way it's spoken is so sing-songy that you can't help but smile when other people actually speak it. And it always makes you want to try and put the accent on yourself.Task 3The spelling and meaning of words are very interesting. But what's more interesting is the history of a word, or where it came from. Let's examine some of the words and see how they got into our language.LUNCH Lunch perhaps comes from an old Spanish word lonje, a slab of ham. We may also get our word from a form of lump, maybe a lump of bread, but whether lunch comes from ham or bread, it meant a hunk of something to eat.ATLAS An atlas is a strong man, and also a book of maps. The story of this word begins a long time ago in Greece. The ancient Greeks believed that their gods had once been a race of giants called Titans. The Titans fought with another group of gods called Olympians, and the Olympians won. Atlas was a Titan. He was punished for fighting by having to stand at the western edge of the world, holding the sky on his head and hands, so that it would not fall on the world and smash anything.After the ancient Greek religion died out, the idea of Atlas changed. From holding up the sky with his head and hands, he came to be thought of as holding the world on his shoulders. Mercator, a mapmaker of the sixteenth century, used a picture of Atlas on the cover of a book of maps, so a book of maps came to be called an atlas.The word has still another meaning. The top bone of the neck is called atlas because it supports the head.GOOD-BYE Good-bye is a blessing; originally it was God be with ye, and in the course of time it became one word. Many of our greetings are good wishes, but we say them with so little thought that we forget this. When we say good morning, good evening, good night, and so on, what we are really saying is, "I hope you will have a good morning (or evening, or night)."DAISY The daisy has a little golden eye, like a tiny sun. Perhaps this is the reason the English people named it day's eye, or perhaps they chose the name because the English daisy closes at night. The English loved their daisies, which were pink and red, as well as white. Six hundred years or so ago, the English poet Chaucer said:The daisy, or else the eye of the day,The queen, and prettiest flower of all.Task 4Mathew: Chris, why is it that there are so many different languages, and that in Europe certainly if you travel more than a hundred miles, you're likely to find people speaking a completely different language to your own.Chris: Well, it's true to say that there are hundreds and hundreds of different languages. It's perhaps... however, more interesting and more informative to say that there are several different groups of languages. Most European languages, with the exception of I think Finnish and Basque and Hungarian, I believe, belong to the Indo-European group of languages. I'm not so very sure myself of the actual details of the history of these languages, but you can be very sure that most of these languages, say, Latin and Greek and our own language and German and French and all the others, are connected. The reason why you can travel from one village to another in Switzerland and from one area to another in England and find different dialects, if not different languages spoken, is that several hundred years ago communication was by word of mouth. Word of mouth meant that people had to move; if people were to move they needed roads and therewere no roads.Mathew: Do you see any chance for a universal language like Esperanto?Chris: Not for an artificial language, no. I suppose the Roman Catholic Church used Latin, but Latin had a particular religious basis and this is probably why it was therefore chosen. I don't see very much chance for Esperanto; I think it's an awfully good idea but I don't believe that language works like that. I think people will probably work towards the most convenient language to use. They will not set out to learn a new language. It seems to me that we, either English, Russian or Chinese, perhaps Japanese, will be the languages of the future. My bet's on English.Mathew: Maggie, why do you think it is that so few English people speak a second language? Maggie: I think when you learn a language at school, it tends to be rather a dead occupation, and it's very difficult to stimulate any interest among school children. But when you actually go to the country and you spend, say a month when in an exchange visit when you're a schoolgirl, or a schoolboy, then you suddenly become more interested because you want to communicate with people when you're actually abroad, and it's not safe to rely on the fact that most people speak English when in foreign countries. I think English people traditionally thought that foreigners always spoke English, and a lot of foreigners do, but there are people that you meet in the street or you want to take a bus somewhere, then you find that you need to speak the language and it's very unnerving to be in a situation where you can't communicate with people when you do want to travel around.Mathew: Have you ever gone abroad and learnt a language in the country?Maggie: Yes, well when I was a secretary I went and lived in Geneva for two years. And I learnt French at school but I really didn't speak it at all. I knew it theoretically but I wasn't able to communicate with people. But I was in a situation where if I didn't speak French, then I would not have been able to do my shopping and buy food, and so I picked the language up and I made friends with French people—Swiss French people, and I found that if I wanted to communicate with all the people that I met, then I had to learn French, and I think it's the best method of learning because you're in the situation. It's very hard at times—you can sit through dinner parties and not understand what... what's going on and you think everybody thinks you're stupid because you can't communicate with them, but it's the hard way but I think it's the best way to learn.Mathew: Elfriede, you come from Austria and yet you've been living in England now for the last three years. Has having to learn and speak another language created great problems? Elfriede: At the beginning yes, it was rather difficult for me to get the right job. After you've lived here for one or two years you get to know the system and then that's quite good. You know how to use libraries and you get to know where to call in emergencies. You get to know...trying to get a radio and understand the radio and all the programmes they have and when they're on and the little stories.Mathew: What about English humour on the radio?Elfriede: I think that takes a very, very long time to understand and, I'm sorry to say that I haven't managed yet to understand it completely, but I find it very interesting to speak other languages because English people have different... have a different mentality, and have a very different character and a different temperament and it is fascinating for me to talk to them, and also for myself to be able to express myself in a different language and to communicate with them.Task 5Number 1Fiona: Okay, Deek, I'm off now. [Okay.] Everything's okay, is it?Deek: Yes, I think so. The only thing is... is she likely to wake up?Fiona: No, I don't think so. She doesn't usually, but...Deek: What if she does?Fiona: Well, yes. Don't worry about it. Her dummy's by the bed, so if you just pick her up, give her the dummy, give her a little bit of a cuddle; [Yes.] sing to her if you like.Deek: Shall I read her a story or something?Fiona: Yes, anything like that. [Yes.] Then she should just go back to sleep again quite happily. Deek: Okay.Fiona: Oh! And I've left stuff for you in the fridge. There's some salad and cold chicken and some beer as well. Okay then?Deek: Right then. Bye.Fiona: Bye-bye.Number 2Lesley: Ah... it's such a lovely day. It reminds me of last week, doesn't it, dear?Fiona: Oh don't! I mean that was just so fantastic, that holiday!Lesley: I love that city, you know.Fiona: I do too. Really, it's got something about it, a certain sort of charm...Lesley: Mm, and all that wine and good food.Fiona: And so cheap. Right, I mean, compared to here...Lesley: Yes, although the shops are expensive.Fiona: Mm, yes.Lesley: I mean, really I bought nothing at all. I just ate and ate and drank and drank.Fiona: I know. Wasn't that lovely?Lesley: Yes. I like listening to the people talking and sitting outside drinking wine and...Fiona: Yes. Could you understand what they were saying? When they were speaking quickly, I mean.Lesley: Well, it is difficult, of course. And then I liked that tower, too.Fiona: You liked that tower? I'm not sure about it, really. [No!] It's very unusual, right in the centre of the city.Lesley: True, but there’s a lovely view from the top.Fiona: Oh, you went right up, didn't you? [Mm, yes.] I know I didn't.Lesley: Of course you didn't.Fiona: I remember that day. We weren't together.Lesley: No, that's right. [Mm.] You went down by the river, didn't you?Fiona: Right. Oh, walking along the river and all the couples [Yes.] and it's so romantic... [Is it true?] and the paintings too...Lesley: They do have artists down by the river, do they? [Yes.] Oh, how lovely!Fiona: Oh, it really is super.Lesley: Yes. Oh, I think we ought to go back there again next year, don't you?Fiona: I do, yes. [Mm.] If only just to sample some more of the wine.Lesley: It'd be lovely, wouldn't it?Fiona: Yes.Number 3Mary: I'm so pleased. What about you then?Jane: Well, he said he wanted to have another look at it.Mary: Yes. What are they doing about it?Jane: Well, I don't think they're going to do anything really. It just sometimes goes away [Well, can't...] something like that.Mary: Well, can't they give you anything for it?Jane: Well, no, they didn't say they could. [Really?] No, just got to be patient and wait for it to go away.Mary: Well, that seems a bit stupid, doesn't it?Jane: Yes, it does.Mary: You'd have thought... you'd have thought they'd have thought of something.Jane: Yes. Ooh it's your turn.Mary: Yes. Certainly.Jane: Good luck!Mary: Thank you!Task 6Learning to SpeakIt is, everyone agrees, a colossal task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explanation.Language learning begins with listening. Individual children vary greatly in the amount of listening they do before they start speaking. Most children will "obey" spoken instructions some time before they can speak, though the word "obey" is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises.Any attempt to trace the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises and that during the first few months one or two noises sort themselves out as particularly indicative of delight, distress, sociability, and so on. But since these cannot be said to show the baby's intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new sounds to their repertoire. This self-imitation leads on to deliberate imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.It is a problem we need not get our teeth into. The meaning of a word depends on what a particular person means by it in a particular situation; and it is clear that what a child means by a word will change as he gains more experience of the world. Thus the use, at say seven months, of"mama" as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he likes.Playful and apparently meaningless imitation of what other people say continues after the child has begun to speak for himself. I doubt, however, whether anything is gained when parents cash in on this ability in an attempt to teach new sounds.Task 7Let's talk about body language. You already "speak" it and "read" it. Body language is all of the small facial expressions, hand gestures and body movements that we make. We may not realize it, but each movement and expression says something about our feelings.In fact, we might say that body language is the clearest and most common way of communicating our feelings directly to others. We all know the more obvious body "statements": We wave our hands in greeting, we shake hands, pat each other on the back, we hug friends and kiss loved ones. We smile, we laugh, we wink and we frown, and sometimes we cry. All of these gestures are called non-verbal communication (non-verbal means we do not use words to "say" what we feel.)Normally, we don't think very much about our body language. Our facial expressions and gestures are automatic and unconscious most of the time. But researchers tell us we might learn to understand each other a little better if we paid conscious attention to the hidden messages in body language. Let's consider a few of the more obvious facial, hand and body gestures.The human face is wonderfully rich in its ability to express feelings. The eyes, the eyebrows, the lips and the facial muscles are all capable of "saying" things.For example, we speak of "wide-eyed wonder". If the eyes open wide, that may mean surprise, wonder, excitement or sometimes fear. And that is an important thing to remember about body language—one element alone does not tell us everything. We have to see gestures in combination. So wide eyes alone would not tell us whether the person was surprised, pleased or scared, but when we see wide eyes, a little smile and a slight tilt of the head, we understand that the person is "wonderfully pleased"."Squinty" eyes, tight lips, and the head pushed forward probably suggest anger or hostility.Half-closed eyes may suggest fatigue, boredom or indifference. But add a lowered tilt of the head, a fluttering of the eyelids and a slight smile, and we get a coy and flirtatious message.Strangely enough, one of the eye features over which we have very little control—the size of our pupils—says something about our interest in a subject. If we like something, our pupils get larger. Studies show that most men think a woman with large pupils is more "attractive" than the same woman with small pupils. But the men aren't really conscious of the pupils. They just know theylike the "looks" better in the samples with large pupils. No wonder eye make-up is so popular.Eyebrows are almost like signal flags: one brow up, one down suggests doubt, disbelief or uncertainty. Both up means surprise or mistrust. Squeeze them together and we get a frown or scowl.The lips shape non-verbal as well as verbal messages. The smile is the most obvious, but try baring the teeth just on one side or pull the lips tightly across the teeth and the smile becomes a snarl and a threat. In this, and in many of our other body gestures, we are close to the animals.The lower lip by itself can say little things. The "pout" is a fat lower lip pushed way out. It means "I'm not happy because I'm not getting what I want." But if we tuck the lower lip into our mouth and bite it, we are conveying anxiety and fear. Licking the lips is a "dry mouth" gesture which usually means stress or anxiety.There are whole books written on hand gestures, and, in fact, hand or sign language has often been highly developed, especially as an aid to the deaf. But the routine hand language, such as pointing with the index finger to accuse someone, or the clenched fist beating in the air to threaten someone, are familiar to us all. But a clenched fist held close to the body usually means tension or anxiety while the open hands, palms up may mean "I'm innocent" or "give me" or "forgive me".Both hands raised up and facing the audience means "I give up" or "I surrender". But tilt the hands and palm down and extend the arm and it means "I bless" or "I give". The "pat on the head" is a kind of blessing or gesture of love and giving. We clap hands to indicate approval or in some cases to call someone or get attention.When the hands get very busy we say that someone "talks with his hands" and among certain individuals and cultures it is almost impossible to talk without a wild display of hand motions.If we are slightly puzzled by something, we may bring our finger to our lips. If it's a real puzzler, we scratch or rub our heads. If we do something wrong, we slap our heads. To start allover something, we often begin by taking our head in both hands to sort of clear our minds and "set our head on straight".These are only a sampling of the many types of body language. There are books which discuss everything from the way we pull an ear to the way we cross our legs. From the looks of things, the only people who don't communicate with body language are the writers. Readers never get to see how often the writer frowns, scratches his chin, slaps his head, purses his lips, stares at the ceiling and throws up his arms.Task 8In contemporary English, there are many reported differences in the talk of males and females. In same gender pairs having conversations, women generally discuss their personal feelings morethan men. Men appear to prefer non-personal topics such as sport and news. Men tend to respond to an expression of feelings or problems by giving advice or solutions, while women are more likely to mention personal experiences that match or connect with the other woman's. There is a pattern documented in the American English social context of women cooperating and seeking connection via language, whereas men are more competitive and concerned with power via language. In mixed-gender pairs having conversations, the rate of men interrupting women is substantially greater than the reverse. Women are reported to use more expressions associated with tentativeness, such as "hedges" (sort of, kind of) and "tags" (isn't it?, don't you?), when expressing an opinion: Well, erm, I think that golf is kind of boring, don't you?。
现代大学英语精读2 Lesson 9 Quick Fix Society 讲解
Lesson 9 Quick Fix SocietyLinks1.American Civil War2.Try to tell as many brand names of cars as possibleLead-in topics1. What are the advantages of a quick—fix lifestyle.2. When you listen to a piece of classical music, do you try to appreciate every note of it or just the most wonderful part?3. How do you deal with the exercises after each lesson?Words and Phrases1)Key Words: antique (总结英语的前缀ant, anti, ante, an的用法);f ix (从课文标题入手整理fix的一些重要和用法 );vacation (由vacation入手讲解英语中单词的分类commonwords, literary words, slang words, colloquialwords, technical words);herd (总结英语中的一些量词)2)Word Building:root: cede, cess, ceedprefix: pre3)Pick out the expressions that can both be used in formal writingand informal writing.4)Phrases: sth agrees with sb, as many, can not wait to do sth, saveup, off the rack, linger on5)Text Appreciation1)ThemeLet’s slow down and enjoy what nature offers us and what mankind has left us and rediscover life.2)StructurePart 1 (Paras. 1—3):the author’s different experiences of her trip on the fast road and that of her return trip through the countryside.Part 2 (Paras. 4—6):Now instead later; Faster instead of slower; Superficially instead of thoroughlyPart 3 (Para. 7-8):We should slow down and enjoy life.3）Language Styleinformal essaya lot of abbreviation4）Writing Devicescomparison and contrastexamplesrhetorical questionsRepetition5）QuestionsWhat made the writer come to think about the lifestyle of American people?How do you understand “deferred gratification”?Symbolically, the American eagle now flies for Express Mail. How dare anyone keep America waiting longer than overnight?6) GrammarOne of the problems existing among first—year English majors is they can not manipulate participles very well, especially when they function as adverbials. Therefore, in the analysis of this lesson, the students should review the different functions of participles, especially the special case--absolute nominative under the guidance of the teacher.。
现代大学英语第二册lesson9
What do you think about the quick fix society ? It „s good or bad
To face the quick fix society ,how do you keep the balance?
Para4.
1.We put a little of each payment away “for a rainy day”.
Agree with sb v. If something agree with you,it doesn‟t make you feel ill.
Examples: Stop taking the medicine if it doesn‟t agree with you. I find that country life really agrees with me.
Quick Fix Society
Lesson 9
Introduction to the Text
Structure: Introduction:Para1-3 compare her ride on fast road to west Virginia and her return trip of a different route. Body : para 4-6 lists three ways Americans seek a qucik fix. Conclusion: para7-8 let‟s slow down and enjoy what nature offers us and what mankind has left us and rediscover life.
现代大学英语精读2Unit 9 confessions of a miseducated manPPT课件
• 词根: fac 1. =face,表示"脸,面"; 2. =do , make 表示"做,制作“ • 考研/CET6/CET4/GRE/TOEFL/IELTS
.
7
• Galaxy : n.星系； 银河系； 一群显赫的（出色的）人物 GRE/TOEFL/IELTS/考研
California.
supremacy
n.至高无上； 最大权利； 最高权威； 最高地位
2.Very great or the greatest in degree.很大的，最大 的。
E.g. : He made the supreme sacrifice for his motherland.
.
22
派生词：visualization n. 形象化；想象；设想
• Communicate : vt. 传达，表达； 显示：清晰地揭示； 表明； 传染：扩散
•
vi.通讯； 交际； 相连； 相通
• 词根: muni = 表示“服务,职责,社区,公共“ (CET6/CET4/GRE/TOEFL/IELTS/考研)
.
5
• community:人类社会 CET6/CET4/TOEFL/IELTS/考研 • Comprehend : vt. 理解，领会； 包含 • Comprehension: n.理解，理解力； 包含的能力； [逻辑学]内涵 CET6/TOEFL/考研 • Compression n.压缩，压紧，浓缩，紧缩 • Confession：n.承认，自首； 忏悔； 供认状； 信条，教义
贬义，指不听劝告，顽固坚持。与in连用。
现代大学英语精读第二版第九课语言点
Lesson 14 - After Twenty Years
I. Word Study
9. down ad. towards the direction in which one is
facing; toward or in the south; southward; away from a place considered a center of activity, such as a city or town Examples:
Lesson 14 - After Twenty Years
I. Word Study
11. straight a. a. accurate and without additions; not modified or elaborate b. (of a person, his behavior, etc.) honest; truthful
the table, but still couldn't find his passport. This dreadful film soon emptied the cinema of
people.
Lesson 14 - After Twenty Years
I. Word Study
7. club n. a. heavy stick with one end thicker ther Twenty Years
I. Word Study
3. avenue
n. a. wide road or path, often lined with trees, esp. one that leads to a large house
b. wide street lined with trees or tall buildings
现代大学英语精读2unit9教案
一、教学目标
1. 掌握课文中的重点词汇、短语和句型；
2. 理解课文内容，提高阅读理解能力；
3. 培养学生的批判性思维和表达能力；
4. 增强学生的跨文化交际意识。
二、教学内容
1. 课文：《The Man in the Water》
2. 课文背景介绍
3. 词汇和短语
4. 句型和语法
5. 阅读理解练习
6. 课堂讨论
三、教学过程
1. 导入新课（5分钟）
教师简要介绍课文背景，激发学生的学习兴趣。
2. 词汇和短语讲解（10分钟）
教师带领学生一起学习课文中的重点词汇、短语和句型，通过例句和练习帮助学生掌握。
3. 课文阅读（20分钟）
学生自主阅读课文，教师巡视指导，解答学生疑问。
4. 阅读理解练习（10分钟）
教师提出几个问题，让学生在课文中找到答案，提高学生的阅读理解能力。
5. 课堂讨论（15分钟）
教师引导学生就课文内容展开讨论，鼓励学生表达自己的观点。
6. 总结（5分钟）
教师总结本节课的重点内容，强调学生的收获。
四、课后作业
1. 复习课文中的重点词汇、短语和句型；
2. 预习下一课内容；
3. 撰写一篇关于课文主题的短文，字数不少于300字。
五、教学反思
本节课通过词汇讲解、阅读理解和课堂讨论等形式，帮助学生掌握课文内容，提高阅读理解能力。
在教学过程中，教师应注意以下几点：
1. 注重学生的主体地位，鼓励学生积极参与课堂活动；
2. 引导学生运用多种方法学习词汇和短语，提高学习效果；
3. 通过课堂讨论，培养学生的批判性思维和表达能力；
4. 关注学生的个体差异，因材施教。
Unit9 Quick Fix society 现代大学英语课件
“Look at those beautiful farms!” my husband couldn’t help shouting when the countryside scenery moved past us quickly at the speed of 55 miles per hour.
“Look at those gorgeous farms!” my husband exclaimed as pastoral scenery slid by us at 55 mph. (para1)
gorgeous: very beautiful exclaim: (written) to say sth. suddenly and
Symbols of the USA: There are many symbols that represent the United States of America. Some of the most popular ones are the Stars and Stripes (the US flag), the bald eagle (the national bird), the Washington Monument, the Lincoln Memorial, the Statue of Liberty (a gift from France), Yankee Doodle, Uncle Sam (a cartoon figure designed by Thomas Nast), etc.
Lesson 9 A Dill Pickle 现代大学英语课件
III. Difficult sentences
1. I am still just as ignorant for all your telling me. (P13)
for all: in spite of all
haunt: (n.) This pub is one of my favorite haunts. This area is a haunt of criminals.
haunting (adj.): strange in a pleasant or sad way and remaining
in one’s thoughts: The haunting memory of her beautiful face …
1) What’s the theme of the text?
2) How to understand the text by using background knowledge
about the author?
3) How to learn to be able of following minute details of an article?
←→ altruistic 12. beyond words/ beyond one’s power 13. peel:
to peel an orange/potatoes; to husk the rice; to shell the peas; to weed the garden; to skin a cat; to scale/gut the fish; 2020/t10o/2dust the tables
2020/10/2
2020/10/2
2020/10/2
现代大学英语精读2Lesson9QuickFixSociety
Lesson Nine: Quick Fix Society1. Warm-up Activity1) What is the meaning of “Quick Fix”?(fix: n. solution to a problem, esp. an easy and temporary one.fix: v. to arrange sth. e.g. fix a meeting/ supper)2) If you want to read a novel, which one would you like to read, a complete one or acompressed one? How do you understand the concept of “quick fix society”?Those who prefer to read a complete novel rather than a compressed one, or prefer to have a prepared family dinner rather than a fast meal may have problems or doubts about the fast paced society.✧transportation and communication✧eating habits and consumption habits✧entertainment✧reading habits, learning habits✧working style3) Do you think there is something wrong with the modern society? Do you want a fast pacedlife or slow paced one?2. Preview Check1)What kind of problem with the modern society does the author address through thearticle?There is a general impatience in our attitudes towards life.2)What is the structure of the text?a.Introduction (1-3): The writer compares her ride on fast roads to West Virginia andher return trip by a different route. The contrast set her thinking whether there wassomething wrong with American’s quick-fix lifestyle. The last sentence of thissection serves as a transition from the introduction to the body.b.Body (4-6): The author lists three ways Americans seek a quick fix.c.Conclusion (7-8): The three rhetorical questions in Paragraph 7 prepare the readerfor what the writer summarizes in the last sentence of the paragraph. The thesis/central idea is stated in the last two sentences of Paragraph 8: “Let’s slow down andenjoy what nature offers us and what mankind has left us, and rediscover life.”3. Word Buildingadvocate / /—advocacy—advocator (advocate) / / advocation ╳civil—civilize—civilized—civilizationcompress—compressioncondense—condensationconvenient—convenience—inconveniente.g. (a) convenience food/ shop 方便食品，便利店Y ou can phone me at your convenience. 方便的时候An order form is enclosed for your convenience. 为了……的方便defer—1. deference 2. defermentWe’ll defer (making the) decision. (delay, postpone, put off) defermentWe’ll defer to your opinion. (accept) deferencedigest—digestiongorgeous—gorgeousnessgratify—gratificationI am gratified with (at, by) the result. (The news gratifies me.)satisfiedpleasedgratifying=satisfying=pleasing=contentinfect—infection—infectiouse.g. an infectious diseaselung infectionThe wound was infected with germs. (The flu virus infected everyone in the class. )The captain’s courage infected the soldiers. 感染refresh—refreshment—refreshed—refreshingHe felt refreshed after the bath. (revive, restore, give strength/ energy)refresh one’s memory (remind sb. of sth.)revitalize—revitalizationformation: re + vital + izeword root: viv-: vital, revive, survive, vivid, vitamine.g. vital energy 生命力, a vital wound 致命伤subtle—subtletycollocations:细微差别a subtle strategy: a strategy organized in a clever and complex way, a cunning strategy 巧妙计策a subtle mind: sensitive, able to see delicate differences 敏锐头脑狡诈的人4. V ocabularyadvocate1) comparesupport2) find the mistaken sentences╳He advocates a change of policy.He advocates changing the policy.He advocates to change the policy. ╳He advocates (suggest) that attention be paid to reform. 很少用He is an advocate of free trade. 提倡者amusement1) compare—amusement (stress the engagement of one’s attention; doesn’t necessarily imply play or sport)愉快entertain—entertainment (fml. imply the activity of others to provide amusement) 娱乐—recreation (imply a change of occupation for the relaxation of body or mind) 消遣entertainment guideamusement parkmy country recreations1) translate 1I did this for amusement. 为了消遣I watched him with amusement. 带着兴趣He looked at me in amusement. 饶有兴趣的看着My uncle finds amusement in fishing. 从……中找到乐趣To everyone’s amusement, the actor fell off the stage. 让大家觉得有趣的是……3) translate 2clown’s job is to amuse the spectators. 小丑的工作是逗观众乐His answer amused me. 他的回答让我觉得有趣Y our singing amuses me. (你走调了)让我发笑/ *你歌唱得真好our idea amuses me. 你的主意真好笑（具侮辱性）antique1) compareancient (modern)antique2) parts of speech过时的俗套)/ lovers ① adj.真（假）古董② n.bicentennial1) compare 2) root 3) expansionbicentennial centennialcentury bilingual bicentennial/ bicentenarybicycle tricentennial/ tercentennialbinocularbrief1) compareHe gave a brief summary/ speech. (short, concise)The scout briefed the general on the enemy’s strength.(give sb. information or instructions in advance)The Prime Minister was fully briefed before the meeting. 在会前详细了解了情况2) briefing: information or instruction you get before you have to do sth.; news in briefThe chairman gave us a briefing before the meeting. 简要介绍一下情况They are holding a press briefing tomorrow. 新闻发布会cabinet1) compare碗柜，食品柜) board（董事会，委员会）wardrobe (衣橱) cabinet内阁（单/复）cabinet (陈列柜，酒柜，电视柜，文件柜) a body of advisers to the president五斗橱) (archaic: a small room)2) checkerboard/ drought-board (check—checker—checkerboard )check: patterns of crossed lines forming squares (check shirt, check tablecloth) 方格compress1) compareapplies to increased compactness brought about by pressing or squeezing; the termimplies reduction in volume and change of form or shape压紧、压缩condense: Condense refers to a reduction in volume and an increase in compactness浓缩、凝结(v.): To contract is to draw together, especially by an internal force, with a resultantreduction in size, extent, or volume金属、肌肉收缩c.f. shrink 受潮、受冷收缩2) Examine the following sentences, trying to understand how the words above are used.She compressed the newspaper into a small ball. 揉压成If steam touches cold surfaces, it condenses into water. 凝结When water is taken out of milk, the milk becomes condensed.浓缩(condensed milk?炼乳) Would you compress/ condense your speech into a few minutes? 缩短Metal contracts in cold weather. 收缩The present tense has the contracted forms: I’m, he’s, etc. 缩略形式3) Can you learn sth from the word root?com- 一起compound, complex, composepress- 压oppression, repression (镇压、压制), impression, depressioncon- 加强语气conclude, confirm, confront, consolidate, contributetract- 拉、抽、引e.g. tractor, attract, distract, abstract (摘要，抽象), extract (抽出) , protract (延长), retract (收回、抽回)diet1) comparediet: the food that a person/ animal eats every day/ a special course of food 日常食物/ 特殊食物provisions: supplied food 供应的食物staple: the basic everyday food 主食2) usebalanced diet is necessary for good health. 日常饮食She is on a diet. 控制饮食The doctor put him on a vegetable diet. (按医嘱) 规定的饮食e.g. diet coke, a rich diet, a poor diet, a Japanese dietdigest①消化②吸收领悟(absorb/ understand) ③文摘Readers’ Digest1) compareswallowe.g. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.一些书需浅尝辄止，另外一些适合一口气读完，而极少数则需要细细咀嚼消化。
最新现代大学英语第二版精读lesson9翻译答案
Unit 9Part 11. I have to go to the dentist. One of my front teeth is loose.2. Your translation is a bit too loose. You ought to be more faithful to the original.3. Fashions come and go. A few years ago everybody waswearing tight jeans, but now loose shirts and pants are back. 4. Many villagers actually did not like the terrorists, but they had toagree to harbor them because they knew if they didn't, they would be severely punished,5. After the civil war, many black people were still subjected to serious racial discrimination. They still could not count on the government to render assistance to them.6. Traditionally women were confined to their homes, deprived ofthe opportunity to seek employment. But in the course of the war, many women were obliged to go to factories to replace them, and this began to awaken women's social consciousness.7. Man is the only animal that makes a moral distinction betweenright and wrong. Man alone is capable of dreaming about how to make a paradise on earth of the existing world.8. Many towns and cities have lost their traditional beauty. But Pingyao is an exception in that respect. Ironically, it has been able to retain its beauty because for years it was too poor to change.9. She is one of the most important writers in contemporary China. She has published many works of distinction. But she still remains relatively unknown to people outside China, partly because we do not have enough talented translators to render such works adequately into foreign languages.Part 21. His dentist advised him to eat fruit and/but avoid sugar.2. Unlike its competitors, this grocery store never charges extra for residential delivery.3. Rachel Carson's style was clear, lively and informative but not preachy.4. There, production has dropped while prices and unemploymentrate have skyrocketed.5. Compared with the shop doorway he had slept in for a week, the man called the emergency shelter for the homeless a paradise.6. Unlike first-time homebuyers, those who own their houses have trouble getting a mortgage.7. Globalization is a double-edged sword. On the one hand, it maypromote economic growth, on the other hand, it may cause economic instability.8. She was repeatedly passed over for promotion while lessexperienced male colleagues were given managerial positions.9. He may not be the most talented software programmer, on theother hand he is the best for the project.10. What we have learned at college is merely a drop in the oceancompared with what is to learn in the medical field.。
现代大学英语精读lesson9-精选文档38页
His main publications
*A Brief History of Time *Black Holes and Baby Universes and Other Essays The Large Scale Structure of Spacetime General Relativity: An Einstein Centenary Survey 300 Years of Gravity
Professor Stephen W Hawking,
"Even as he sits helpless in his wheelchair, his mind seems to soar ever more brilliantly across the vastness of space and time to unlock the secrets of the universe."
优秀精品课件文档资料
Lesson 9
Against all odds
Introduction to the Text
This text is adapted from the biography of Stephen Hawking—Stephen Hawking: A life in Science, 2nd edition, written by Michael White and John Gribbin, published in 2019.
现代大学英语精读第二版book2unit9
Text Analysis
Detailed Analysis
Part II: Main Idea
What time doe it possibly refer to in “at a time” at the end of para.4? What is “the idea” in the first sentence of para.5? What are the things “I had to forget” in para.5 ? When was possibly “only a few years ago”? What does “an education in differences of references” possibly mean?
Cf. Para. 11
Background
Author
He concluded the book with:
“War is an invention of the human mind. The human mind can invent peace with justice.”
Confessions of a Miseducated Man
with which we can recognize the fact that human life is a rare occurrence, that all peoples belong to one single human species with common capacities, and are united with their common needs. With such vital understanding we can work together for the common welfare and for the human destiny;
大学英语第二册第9课 课文及课后答案
究竟什么是智力？-阿西莫夫解释，为什么智力低些的反而能在智力测验时取得高分。
作者：艾萨克·阿西莫夫究竟什么是智力？当我在军队里时我遇到一种所有士兵参加的能力测试，对应通常的100分，会给160分。
基地里还没有人看到那样一种数字并且两个小时时间他们让我造成不必要的紧张（这不意味着任何事情。
第二天做为我的最高的职位我仍然是一名厨房值勤的列兵。
）在我的一生中，我一直在登记着那样的分数，以至于我产生了自满的感觉我是高智商的，并且我期待其他人也是这样认为。
实际上，虽然如此的分数并不简单地表明我在回答那种典型的学术性问题时是很好的，这些问题被那些设计智力测验的人们认为值得回答——那些人的智力与我的近似？例如，我曾经有一名汽车修理工，我估计他在这些智力测验方面是不可能有高过80的分数。
我总是据此以为我是比他聪明得多的。
但是，我的汽车出了任何问题时我总是赶紧让他来维修，当他检查汽车的零部件时我烦恼地看着他，听着他的似乎是圣言的判断——并且他总能修好我的汽车。
于是，就建议我的汽车修理工为一个智力测验设计问题。
或者建议一位木匠这么做，或者一位农民，或者其他人，的确，除了院士以外的所有人。
通过这些测验中的每一个证明，我自己是一个低能者。
并且我已经是一名低能者。
在一个我不能使用我所受的学院训练和我的口才但不得不用我的双手来做复杂或粗糙的工作的世界里，我会做得很糟糕。
所以，我的智力不是绝对的。
它的价值被我所生活的这个社会所决定。
它的数字价值被这个社会的已经设计了它的一小部分人所决定并将其强加于做为如此事情的公断人的我们中的其他部分。
再次考虑到我的汽车修理工。
他有一个无论什么时候都告诉我笑话的习惯。
有一次他从车头盖下面抬起头来说："博士，一位聋哑小伙子走进硬件仓库要些钉子。
他将两根手指头一起放在柜台上并用另一只手做锤的动作。
这个伙计给他一把锤子。
他摇头并指着他正在锤的两根手指头。
这位伙计带给他钉子。
他挑出他想要的尺寸的，离开了。
大学英语精读第三版第二册unit9教案
课时：2课时教学目标：1. 理解课文内容，掌握课文背景知识；2. 熟练运用所学词汇和语法知识；3. 培养学生的阅读理解能力和英语写作能力；4. 培养学生表达观点和批判性思维能力。
教学重点：1. 课文内容的理解；2. 词汇和语法知识的运用；3. 阅读理解和写作能力的培养。
教学难点：1. 课文内容的深入理解；2. 词汇和语法知识的灵活运用；3. 写作能力的提升。
教学过程：第一课时一、导入1. 复习上节课所学内容；2. 提问：What do you think of the topic of this unit?二、课文精读1. 阅读课文，了解课文大意；2. 分析课文结构，划分段落；3. 讨论课文中的重点词汇和短语；4. 分析课文中的语法结构；5. 赏析课文中的精彩语句。
三、课堂讨论1. 讨论课文中的主题思想；2. 分析作者的观点和态度；3. 结合自身经历，谈谈对课文主题的看法。
四、练习解析1. 完成课后练习题；2. 分析练习题的答案和解题思路；3. 针对错误进行讲解和纠正。
第二课时一、复习导入1. 复习上节课所学内容；2. 提问：What did you learn from this unit?二、课文拓展1. 阅读课文相关背景资料；2. 分析课文中的文化差异；3. 结合自身经历，谈谈对课文主题的感悟。
三、写作训练1. 选取课文中的一个话题，要求学生用英语写一篇短文；2. 学生完成写作任务；3. 互相批改作文，并提出修改意见。
四、课堂总结1. 总结本节课所学内容；2. 强调课文重点词汇和语法知识；3. 鼓励学生在课后继续学习和巩固所学知识。
教学反思：1. 关注学生的学习情况，及时调整教学策略；2. 注重培养学生的阅读理解和写作能力；3. 鼓励学生积极参与课堂讨论，提高学生的英语表达能力。
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Can‟t wait/can hardly wait to do sth
The students can‟t wait for the summer vocation. My son can hardly wait to go the zoo.
Detailed Discussion of Text A
Words and Phrases
Bicentennial cabinet Convenience Infect Microwave symbolically
As many Wrap up Stand /wait in line Not agree with sb You Guessed It
Quick Fix Society
Lesson 9
Introduction to the Text
Structure: Introduction:Para1-3 compare her ride on fast road to west Virginia and her return trip of a different route. Body : para 4-6 lists three ways Americans seek a qucik fix. Conclusion: para7-8 let‟s slow down and enjoy what nature offers us and what mankind has left us and rediscover life.
这句话中多次出现fast一词，通过重复强调 了各种普遍的追求速效的生活方式。
And if our fast meal doesn‟t agree with us
Not agree with sb(of food): to make you feel ill/ sick.和某人的肠胃不和 Eg: I love seafood, but it doesn‟t agree with me.
What do you think about the quick fix society ? It „s good or bad
To face the quick fix society ,how do you keep the balance?
Para4.
1.We put a little of each payment away “for a rainy day”.
表示“组成”的动词 Comprise：即可以表示“整体包括……部 分”，也可以表示“……部分构成整体”， be comprised of 表示“整体由……构成“。 Consist：主语通常为一个整体，of后接构 成整体的部分，Constitute:表示“部分构成 整体“，用于主动结构，
It took us two days to make the return trip. The two days were filled with new experience.
Take 和Spend,汉语中都可翻译成“花 了…….时间”，但用法不同。 He spent almost 20 years on this book. It took him almost 20 years to finish this book.
You Guessed It
You Guessed It： 你猜对 You Have Guessed It： 您猜对 You Probably Guessed It： 你也可能猜到
We like our information fast,too:messages flashed on a computer screen,documents faxed from your telephone to mine,current events in 90-second bursts on eyewitness news ,history reduced to “bicentenial minutes”. For information,we no longer read newspapers ,magazines,books,etc.Becaus e it takes too much time .we rely on what comes from the website on a computer screen ,or documents faxed through the telephone ,or brief news on TV.
Writing Skills
Comparison and Contrast: Para 1 and 2
Rhetorical question: Para 3
Detailed Discussion of Text A
Of course,we couldn‟t wait to get there,so we took the Pennsylvania Turnpike and a coulpe of interstates.(para.1) Question：why did the writer and her husband take the pennsylvania Turnpike and interstate?
Agree with sb v. If something agree with you,it doesn‟t make you feel ill.
Examples: Stop taking the medicine if it doesn‟t agree with you. I find that country life really agrees with me.
For a rainy day : 以备不时之需 To put away : 存钱
2.If we wanted a new sofa or a week at a lakeside cabin, we saved up for it, and the bank
helped us out by providing special Christmas Club and Vacation Club accounts. To save up for… : 为买东西而攒钱 To help sb. out : 帮助某人摆脱困难
Bicentennial [,baisen'tenjəl]
n. 二百周年纪念 adj. 二百周年的 cabinet ['kæ binit] n. 内阁；橱柜；展览艺术品的小陈列室 adj. 内阁的；私下的，秘密的
The two days it took us to make the return trip were filled with new experiences.(para.2)
The two days it took us to make the return trip were filled with new experiences.(para.2)
Conclusion
注意： to insist on sth. I didn‟t like the idea,but she insisted on it. :to insist on doing sth. If you insisted on going tomorrow,it‟s alright with me. :to insist that one (should) do sth. She insisted that they should not give up.
Bicentenial minutes
《美国两百年大事记》
该书是由美国乔治· 华盛顿大学哥伦比亚文理学院院长加 尔文· 林顿主编。这是一本美国历史的工具书。全书内容 D· 自1776年1月起,至1975年3月,美国建国二百周年纪念活动 正式开始时止，前后跨二百年。本书是大事记体裁，收进 了许多为一般美国历史著述所未收入的材料。书中以大量 资料记录了美国二百年来政治、经济、军事、文化、科学、 社会等各个领域的大事，其内容广及政治变迁、国会立法、 机构改革、对外关系、党派斗争、竞选角逐、领土扩张、 大小战争、国家预算、经济危机、人口调查、司法判例、 民权斗争、劳工和妇女运动以及科学技术、文艺体育、发 明创造、考察探险、自然灾害、环境保护、社会犯罪、政 治丑闻等各个方面，资料丰富翔实，实际上可以说是一本 美国历史词典。本书另一个特点是，在每年大事记的条目 前都有一篇关于该年主要大事的提纲挈领式的概述。本书 译者还从美国《现代史》杂志的“世界各国大事记”中选 译了美国1975-1981年大事记部分内容作为附录。
For example
I didn‟t like the idea,but she insisted on it.
If you insisted on going tomorrow,it‟s alright with me. :She insisted that they should not give up.
Symbolically,the American eagle now files for express mail.
express mail :美国联邦快递公司，该公司 的标记也是美国国家标记秃头鹰。作者说， 这里有点象征意义，说明整个国家都要追 求快速。 Question：what does the american eagle normally symbolize? The American eagle is normally regarded as the symbol of the u.s .