大学英语精读第三版第二册教案_董亚芬主编_上海外语教育出版社
Unit 1
The Dinner Party
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 1 Text A
Teaching objective:
Help students to:
1. have a right attitude on women.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking : 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. 5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Do a dictation or vocabulary exercise in class.
8. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
India
India, officially called Republic of India, is a country in southern Asia, located on the subcontinent of India. It is bounded on the north by Afghanistan, China, Nepal, and Bhutan; on the east by Bangladesh, Myanmar (also known as Burma), and the Bay of Bengal; on the south by the Palk Strait and the Gulf of Mann鈘 (which separates it from
Sri Lanka) and the Indian Ocean; and on the west by the Arabian Sea and Pakistan. India is divided into 26 states and 7 union territories. New Delhi is the country’s capital and
one of its largest cities.
In the early 18th century, following the decline of the Mughal Empire, Britain expanded its power in India, where British influence had begun in the early 1600s. In 1935 Britain began to relinquish its hold on India and passed legislation providing for autonomous Indian legislative bodies. Executive power remained with the British government, however, until 1947 when the Indian people, under Gandhi’s leadership,
won their struggle for independence and British rule in Indian ended.
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The Taj Mahal
The Taj Mahal, designed as a tomb for the wife of a 17th-century Mughal emperor, was constructed by about 20,000 workers from 1631 to 1653 in a city in northern India. The massive domed structure was constructed in the Indo-Islamic style, using white marble and inlaid gems. At each corner is a minaret (prayer tower), and passages from the Koran, the Muslim holy book, adorn the outside walls. The bodies of the emperor and his wife remain in a vault below the building.
The Victoria Memorial
The Victoria Memorial was built to commemorate Queen Victoria’s 25-year reign
over India. After the Sepoy Rebellion of 1857, the British government assumed direct control of the country, and in 1876 the British parliament made Victoria the Empress of India. Her reign ended with her death in 1901.
Marriage
During a Sikh marriage ceremony, the bride and groom in traditional clothing encircle the Sikh Holy Book four times while chanting wedding hymns. Sikhism, a religion that combines elements of Islam and Hinduism, developed in India during the late 15th and early 16th centuries. Today, Sikhs make up more than half the population of Punjab.
Sacred Cow
India has more cattle than any other country in the world. As a central part of India’s agrarian economy, cattle haul carts, plow fields and produce milk for dairy products. Considered sacred by many Hindus, cattle are protected from slaughter in most states and are often allowed to roam free.
Discussion
Who do you think are braver, women or men? Please give examples to support your statement.
Do you have the same feeling when you see a woman screaming over an insect and a man screaming over an insect? Why or why not?
Do you think women can do everything men can? Why or why not?
Detailed Reading
bare, bald, naked & nude
这几个形容词都含”赤裸的”之意。
bare 指缺少必要的遮盖物。用于人时，多指身体的部分裸露。例如:
He exposed a bare back to the sun.
bald 指头上无发，地上无草木，树上无叶等。例如:
He was already bald at the age of 25.
naked 指全身一丝不挂，暴露无遗。例如:
They found the body lying half naked in the grass.
The children ran naked through the yard.
nude主要指人体裸露，也可指房间无装饰。例如:
The boys went swimming in the nude.
argument 指辩论双方均以事实或理由来说服对方的辩论。
conflict 指双方坚持已见、互不妥协，怀有敌意的争论，多暗示分歧极为严重，有时用语言无法解决，只得
诉诸武力。
debate 通常指经过仔细组织和计划的个人或团体之间的辩论。
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dispute 普通用词，特指长时间，言词激烈，针锋相对的争辩。
1. I first heard this tale in India, where it is told as if true though any naturalist would know it couldn’t be.
Why does the author say though any naturalist would know it couldn’t be?
Because cobras generally eat small animals such as rabbits and mice, a naturalist would tell us that milk is not a favorite food for the cobras.
2. A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era and a major who says that they haven’t.
席间，一位年轻的女士与一位少校展开了激烈的讨论。年轻的女士认为，妇女已经有所进步，不再像过去那样
一见到老鼠就吓得跳到椅子上;少校则不以为然。
3. And that last ounce is what really counts.”
What’s the meaning of “what really counts? “
It means “something that is really important”.
4. As he looks, he sees a strange expression come over the face of the hostess. What’s the meaning of look and see in this sentence?
look means to try to find something using your eyes while see means 搕o use your
eyes to look at things and know what they are.
5. She is staring straight ahead, her muscles contracting slightly.
her muscles tightened almost unnoticeably.
2) This is an absolute construction
(独立主格结构) used as an adverbial of behavior or way. Instead of v-ing form we can also use v-ed form, adjective, adverbial, prepositional phrase, or even infinitive in this structure.
More examples:
He groaned and fell to the floor, blood streaming from his nose.
He rushed into the room, his face covered with sweat.
The girl entered the classroom, her nose red with cold.
The attacker entered the dark room, gun in hand.
6. The boy’s eyes widen: he quickly leaves the room.
What the hostess tells the boy is so terrible that even a native boy feels astonished.
7. Of the guests, none except the American notices this or sees the boy place a bowl of milk on the veranda just outside the open doors.
在座的客人中除了那个美国人以外谁也没有注意到这一幕，也没有看到那个男仆把一碗牛奶放在紧靠门边的走
廊上。
2) Can we use “and” to replace the word “or” in this sentence?
Why or why not?
No. Because according to the grammar you must use “or” instead of “and” after a
negative word such as “none” and “not”.
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8. The American comes to with a start.
1) The American suddenly realizes what is happening and this startles him. 2) What can we infer from this sentence?
Before he sees a bowl of milk being placed on the veranda, the American naturalist always keeps a relaxed and somewhat indifferent manner.
9. you were right, Major! the host exclaims. The man has just shown us an example of perfect self-control.”
The host only knows part of the story. That’s to say, he only knows the American jumps to slam the door when he finds the existence of a cobra but he doesn’t know the cobra is
crawling across his wife’s foot.
10. just a minute, the American says, turning to his hostess. Mrs. Wynnes, how did you know that cobra was in the room?”
Why does the American ask this question?
Because he wants to know whether it’s true that the hostess is calmer than him.
11. A faint smile lights up the woman’s face as she replies: Because it was crawling across my foot.
What can we learn from this sentence?
The author just wants to come to the conclusion that in this story the hostess is calmer than the American. That’s to say, sometimes women are calmer than men.
Role Play
This role-play should cover the following plots:
1) a discussion between a young girl and a major;
2) what the hostess does when she finds a snake;
3) what the American naturalist does when he is aware of the existence of a cobra; 4) a talk after the happening.
1) some ways to express one’s opinion:
In my opinion / view ; Personally / Frankly, I think ; From my point of view
; It seems to me that …
2) some ways to express one’s disagreement:
I quite agree with what you said, but ; There’s a lot in what you said, but ;
You’re right , but ; I’m afraid I can’t accept that. ; That’s your opinion, not mine.
3) some ways to ask for reasons:
Why do you think of that? ; What’s your reason for saying that?
4) some ways to give reasons:
As something happens, ; The reason for was that ;
There are reasons for this.
5) some ways to express comparison:
Compare to / with B, A ; , on the contrary ; If you compare A with B, the latter is more / less ; All in all, A is more than B.
Proverbs and Quotations
1. Courage and resolution are the spirit and soul of virtue.
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2. Cowards die many times before their deaths.
3. Brave actions never want a trumpet.
4. There is no medicine for fear.
5. If you don’t enter a tiger’s den, you can’t get his cubs.
Writing Practice
Coordinating conjunction
Coordinating conjunctions are the words which connect words, phrases, and clauses. There are mainly seven coordinating conjunctions. An easy way to remember them is to think of the word FANBOYS. See the following table.
for and nor but or yet so Conjunctive adverb
Conjunctive adverbs are the words which connect two clauses. Conjunctive adverbs show cause and effect, sequence, contrast, comparison, or other relationships. They usually appear between independent clauses or sentences, but may join a dependent clause to a main (independent) clause.
accordingly, again, also, besides, consequently, finally, furthermore, however, incidentally, moreover, namely, nevertheless, otherwise, then, therefore, thus
Unit 2
Lessons from Jefferson
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 2 Text A
Teaching objective:
Help students to:
1. learn a lesson from Jefferson.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking : 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text.
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4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. 5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Do a dictation or vocabulary exercise in class.
8. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
1. Do you admire any great political figures or statesmen both at home and abroad? Who are they? And why?
Zhou Enlai was one of the major leaders of the Chinese Communist movement. He was the first premier of the People's Republic of China, a post he held until his death in 1976. He was educated in Japan and Europe and achieved high rank in the Communist movement at an early age. He was well known as a skilled international negotiator.
The Chinese revolutionary leader Sun Yat-sen had a tremendous impact on the
development of modern China. Sun was the catalyst in the overthrow of Manchu rule.
As prime minister of Britain during World War II, Churchill roused the British to stand
against Nazi Germany. The sight of Churchill, with his cigar and two fingers raised in a "V for victory" salute, inspired Britons to rise to what he called "their finest hour." Napoleon Bonaparte was the greatest military genius of the 19th century. He conquered most of Western Europe and Egypt for France, while instituting reforms in these new territories aimed at guaranteeing civil liberties and improving the quality of life. He crowned himself emperor of France in 1804 and introduced reforms intended to unify the revolution-fractured nation. Many of Napoleon's reforms are still in effect today. 2. Of the American presidents, how many do you know? Can you recognize the people in the following pictures and say something about them?
George Washington (1732-1799): Commander-in-Chief of the Continental Army during the American Revolution, statesman and first President of the United States, born in Westmoreland County, Virginia on February 22, 1732.
Abraham Lincoln (1809-1865): the 16th President of the United States, born on February 12, 1809 in a backwoods cabin three miles south of Hodgenville, Kentucky, preserved the Union during the Civil War and brought about the emancipation of the slaves.
Franklin D. Roosevelt (1882-1945): the 32nd President of the United States; elected four times; instituted New Deal to counter the great depression and led country during World War II.
Bill Clinton (1946-): the 42nd President of the United States (1993-1996) and the first president born after World War II, elected to a second term in 1996.
A Brief Introduction to Thomas Jefferson
Thomas Jefferson (1743-1826) is best remembered as a great President and as the author of the Declaration of Independence. He also won lasting fame as a diplomat, a political thinker, and a founder of the Democratic Party.
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Jefferson's interests and talents covered an amazing range. He became one of the leading American architects of his time and designed the Virginia Capitol, the University of Virginia, and his own home, Monticello. He greatly appreciated art and music and tried to encourage their advancement in the United States.
Jefferson invented a decoding device, a lap desk, and an improved type of moldboard plow. His collection of more than 6400 books became a major part of the Library of Congress. Jefferson revised Virginia's laws and founded its state university. He developed the decimal system of coinage that allows Americans to keep accounts in dollars and cents.
Jefferson did not consider himself a professional politician. Instead, he regarded himself as a public-spirited citizen and a broadminded, practical thinker. He preferred his family, his books, and his farms to public life. But he spent most of his career in public office and made his greatest contribution to his country in the field of politics.
Global Reading
Part Division of the Text
Parts Lines Main Ideas
A brief introduction to Thomas Jefferson. 1 1 — 3
Some ideas and principles given by Thomas Jefferson. 2 4 — 43
3 44 — 62 His talents in many fields and his contribution to USA.
his attitude to working: Attach importance to personal investigation.
his attitude to learning: Learn from ordinary people.
his opinion on judgment: Depend on one’s own judgment.
his way of doing things: Stick to one’s own way.
his attitude to the future and the young: Be optimistic about the future and the young.
his contributions to USA: 1. an expert in agriculture, archeology and medicine
2. a good and tireless writer
3. a man who made great contribution to American
Detailed Reading
1. Many of his ideas are especially interesting to modern youth.
What does this sentence imply?
He is a person of foresight. Many of his ideas are not out of date.
2. Jefferson believed that a free man obtains knowledge from many sources besides books and that personal investigation is important.
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杰斐逊认为，一个自由的人除了从
书
关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf
本中获取知识外，还可以从许多别的来源获得知识;他认为，亲自作调查
是很重要的。
1. Explain the grammatical structure of the sentence.
1) 主句Jefferson believed 为一般过去时，而后面从句却用了一般现在时，说明叙述的
内容
财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容
为人们普遍接
受的客观道理。
The boys learned yesterday that the planets are circling about the sun. 2) 谓语动词的believed引导两个由that引导的宾语从句, 在非正式文体中，引导第一个宾语从句的that一般
可省略，第二个则不能省略，以免引起歧义。
I understand (that) you have studied Chinese, and that you have written Chinese poetry. She denied (that) she had seen the man and that she had been in touch with him.
3. While the other members of the committee sat in the state capitol and studied papers on the subject, Jefferson got into a canoe and made on-the-spot observations. What’s the function of while in this sentence?
Here while means whereas , introducing sth. different.
Jane was dressed in brown while Mary was dressed in blue.
You like sports, while I’d rather read.
4. By birth and by education Jefferson belonged to the highest social class. 1. Paraphrase the sentence.
Judging by his family and educational background, Jeefferson was a member of the group with top social status.
按出身及其所受的教育，杰斐逊均属于最高的社会阶层。
5. Yet, in a day when few noble persons ever spoke to those of humble origins except to give an order, Jefferson went out of his way to talk with gardeners, servants, and waiters.
1. What’s the implied meaning of the sentence?
The noble persons thought they were superior and looked down upon the people of humble origins and regarded talking with those people as degrading. But sometimes they had to because they had to order those people to do things for them.
6. If you will only do this, you may find out why people are dissatisfied and understand the revolution that is threatening France.
然而，在那个贵族除了发号施令以外很少跟出身卑贱的人说话的年代，杰斐逊却想尽办法跟园丁、仆人和侍者
交谈。
7. If you will only do this, you may find out why people are dissatisfied and understand the revolution that is threatening France.”
What’s the grammatical function of “if you will only do this”?
一般说来，if引导的条件状语从句中
表
关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf
示将来用一般现在时，而不用将来时，但这里的will不是将来时，而表示
一种现在的意图、意愿、决心等。
If you will give up smoking, your health will improve.
8. Were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter.”
1. Analyze the structure of the sentence.
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Were it left to me to decide等于 If it were left to me to decide.
在虚拟条件状语从句中，如果从句中有should, were或助动词had时，可省略if，将这些词提到句首，主谓语用部
分倒装结构。
More Examples:
Should we want to accelerate the motion, we should have to exert some force. Had you told me the matter earlier, I would not have done the foolish thing. 2. What does the sentence imply?
Jefferson was by no means an anarchist (无政府主义者) who wished to abolish all
established governments. He was noted for his belief, though, that governments should play the smallest possible role in national life.
9. Trust the future; trust the young.
What’s the implied meaning of the sentence?
The author is an optimist. He believes the young and can always keep up with the times.
10. Jefferson felt that the present should never be chained to customs which have lost their usefulness.
1) Jefferson thought that people nowadays should never be limited to out-of-date customs.
2. What’s the grammatical function of chain ?
Here chain is used figuratively, meaning “bind or restrain.”
杰斐逊认为，绝不可以用那些已经无用的习俗来束缚住”现在”的手脚。
11. How much pain,” he remarked, “has been caused by evils which have never
happened! I expect the best, not the worst. I steer my ship with hope, leaving fear behind.”
1)A great deal of pain and suffering has been caused by worrying about bad things which never came to pass, forgetting the fear completely.
2). What kind of rhetorical device is used here?
steer my ship 是隐喻 (metaphor), “驾驶着自己的航船” 未来像航海一样，充满未知性，杰斐逊不但不惧
怕，而且对未来充满希望， 表现了其乐观和一往无前的精神。
Debate
Step 1 Form teams
Make teams of four people. Half of the teams will take the side of Group A and the other half Group B.
Step 2 Have a pre-debate discussion
Prepare your arguments and supporting facts of the information discussed. Step 3 Hold the debate
The debate begins between the two teams having contrary views. It will go on until one side fails to respond.
Writing Practice---developing a Paragraph from the Topic Sentence
More often than not, one sentence in a paragraph tells the reader exactly what the subject of the paragraph is and thus gives the main idea. This main idea sentence is called a topic sentence or topic statement. The topic sentence states briefly an idea whose full meaning and significance are developed by the supporting details. The ways to develop a
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paragraph can be found in the following chart.
Proverbs and Quotations
1. Genuine knowledge comes from practice.
2. The more you study, the more you will find yourself ignorant. 3. You never know what you can do till you try.
Frederick Marryat, British novelist 4. If you would have a thing well done, you would have a thing well done, you must do it yourself.
Henry Wadsworth Longfellow, American poet 5. Only a nation of educated people could remain free.
Thomas Jefferson, American President
Unit Three My First Job
Type of Lesson: Intensive Reading Book Two Unit Four Title: My First Job
Total Time: Five Hours
Object : Freshman (the second term)
Objectives : 1. Mastering Key Words and Phrases
2. Know something about job market requirements, job application and job
interview、
一. Key Words
1. apply : vi.
a) ask officially for, esp by writing
E.g. Last year he applied to return to his own village.
He applied to the boss for promotion.
b)
applicant : (n.) person who applies
E.g. There are many applicants for the post.
c) application (n.)
E.g. His application was rejected.
2. interview : n. & v.
a) meeting between the employer and applican6s for the post E.g. Interview is the time not only for the employer to select future employees, but also
for the applicants to know more about the post.
b) meeting with sb. for discussion, conference, etc.
E.g. It is my greatest honor to be granted an interview by Your Majesty. c) have or obtain an interview with
E.g. Who do you think is the most promising of all the applicants you have just interviewed?
3. depress : v.
a) make sad
E.g. She was so depressed by the rain that she had to drink a lot of coffee.
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b) press, push or pull down
E.g. If you depress the button there, a robot will come out to serve tea. c) make lower
E.g. Drugstores are forced to close down because they cannot afford to depress prices as
supermarkets constantly do.
4. disapproval : n.
a) unfavorable opinion or feeling, dislike
E.g. The audience express disapproval of the actors by booing. b) disapprove : (v.) think or say sth. is bad E.g. The teacher disapproved of students' talking in class. 5. undo : vt.
a) untie, unfasten
E.g. He undid his tie as soon as he walked out of the office building. b) cancel, bring back the state of affairs that existed before E.g. The new President undid many rules set up by the former President. 6. attach : vt.
a) (to) fasten or join (sth) to sth.
E.g. They attached a photo to application papers.
b) give (importance) to
E.g. The factory attaches great importance to quality control. 7. range
a) (vt.) vary between certain limits
E.g. The dressed range in price from 20 to 90 dollars. b) (n.) limits between which sth. varies
E.g. He has a wide range of interests.
8 dismay
a) (vt.) fill (sb.) with fear and hopelessness E.g. We were dismayed by the violence of his reaction. b) (n.) state of being dismayed
E.g. To our dismay, our new car was missing.
9. competent: a.
a) completely skillful, good at doing sth.
E.g. I don't think he is competent to drive such a long bus.
We found he was competent for the post.
Although he has had a long training, he is still not very competent at it.
b) competence (n.)
E.g. George drives with competence.
10. protest
a) (v.) (against, about) express a strong objection E.g. All the local farmers protested against the new airport being built on rich farmland.
b_ (n.)
E.g. People made a protest about the rise in price. 11. prospect : n.
a) view, scene
E.g. The prospect from the mountain was grand.
b) sth. that one expect or consider is going to happen, mental view
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E.g. He was excited by te prospect of owning his own house.
c) possibility that sth. will success
E.g. I se no prospect of his success.
d) (pl.) chances of success in the future
E.g. At the end of the interview, the applicant asked about promotion prospects and other
examinations he could take to go ahead and so on..
12. indignity: n.
a) injury to one's dignity, insult
E.g. The man felt it an indignity to work under a young woman. b_ dignity : (n.) quality that deserves respect E.g. He lost his dignity by losing his temper in public.
二. Useful Phrases
1. be short of : have not enough, be in want of
E.g. It was obvious that this young man was rather short of teaching experience. 2. as a result : therefore
E.g. The girl did not work hard enough and she failed the exam as a result. 3. smell of : give out the smell or scent of
E.g. The garden smells of roses.
4. attach importance to : consider important, treat as important E.g. Our teacher attached great importance to listening comprehension. 5. have in common : share together or equally
E.g. Though they are twins, they have few interests in common. 6. consist of / in
a) (of) be made up (of)
E.g. This apartment consists of three bedrooms, a living room, a bathroom and a kitchen. b) (in) have as the chief element
E.g. Happiness consists in being contented with what one has.
7. in turn : one after another
E.g. Each man stood up in tun and spoke .
三. Warm-up Questions and Introductory Remarks
1. Warm-up Questions
(1) Have you had the experience of being interviewed?
(2) What is an interview?
(3) For what purpose is an interview needed?
2. Introductory Remarks
---Everyone wants to find a good job. What's the procedure for job hunting then? This text tells a true story of a young man, the first job he applied for, and the first job interview he experienced. Let's see what happened and what we can learn from it.
四. Language Points and Question for Discussion
(一) Lines1--51. Language Points
I saw advertised in a local newspaper a teaching post… = I saw a teaching post… advertised in a local newspaper
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a) As the direct object "a teaching post" has a lengthy modifier, it needs to be postponed in order that the whole sentence has "end weight".
E.g. We heard from his own lips the story of how he had been caught in a trap for days without food. I applied, fearing as I did so, that without a degree… my chances of getting
the lob were slim.
a) "Fearing… the job were slim" is adverbial, modifying "applied"; "That clause" is the object of "fear".; "as I did so" is adverbial clause, modifying "fearing". b) chances : possibility (when used in front of a sentence, it should be in pl. form.) E.g. Chances are that he has arrived w3ithout our knowledge.
There is chance that he will win the game.
2. Questions for Discussion
(1) What information do you get from this paragraph?
---We know the time the story took place, the way the author noticed the teaching postwas available and the reasons he applied for it.
(2) What does it mean "My chances of getting the job were slim"?
---There was little likelihood that he could get this job.
(3) Do you think it a wise decision to get a job before entering university? ---It is a chance to come into contact with the workplace, to earn your pocket money, but it also takes up time that could be used for reading and studying.
(二) Lines 6--10
1. Language Points
a ten-minute bus ride = (it took) ten minutes to get there by bus
E.g. a 15-minute drive : a one-month training course
As a result I arrived on a hot June morning too depressed to feel nervous. = Therefore when I got to the school on a hot morning in June I was in such low spirits that I did not and could not feel any anxiety of fear at all.
2. Questions for Discussion
(1) Why does this paragraph begin with "however"?
---He has not expected to be asked for an interview.
(2) What does it mean to be asked for an interview?
---There is hope that one will get the jib.
(3) What do you think may be the factors that make people feel depressed besides a long and awkward journey?
---They may be spiritual, such as, difficulty, suffering, being homesick, frustration…
They may be physical, such as, illness, hunger, tiredness, sleepiness…
(三) Lines 11--13
1. Language Points
…they struggled to survive the dust and the fumes from a busy main road. = …the evergreen shrubs tried hard to stay alive in the dust and fumes from a main road with very busy traffic.
2. Questions for Discussion
(1) What's the picture in your mind when you read the description of the school? ---It's not a nice school. It is quite plain and in a very busy place. (2) What do you think are the favorable surroundings that a school should be in? ---A school should be located in a quite and peaceful place away from pollution and distractions, with its building in pleasant surroundings, so that students can concentrate
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on and enjoy their studies.
( 四) Lines 14--28
1. Language Points
He looked at me with an air of surprised disapproval. = He looked at me in disapproval that was mixed with surprise.
…fixing me suddenly with his bloodshot eyes. = suddenly staring at me with eyes that were red from sleepless or heavy drinking.
2. Questions for Discussion
(1) How does the description of the headmaster's appearance and behavior, the inside of the school impress you?
---Unpleasantly. It's poor, plain and dirty.
(2) What do the "bloodshot eyes" remind you of?
---Perhaps drinking, sleeping little, illness, etc.
(3) Why did he respond by mumbling?
---He felt uncertain whether his point of view appealed to the headmaster or not. (4) Why did the headmaster grunt?
---He seemed dissatisfied with the boy's answer.
(5) Do you think games are a vital part of children's education? Why or why not? ---Scientific research has shown that playing games can stimulate children's imagination and make them active, and studying in games is a much more effective and suitable way to develop children's personality. On the other hand, nobody should be forced to play games if they are really not interested in them.
( 五) Lines 29--38
1. Language Points
Most of my friends would be enjoying leisure at that time. = most of my friends would be free on Saturday afternoons, doing whatever they liked.
2. Questions for Discussion
(1) What do you think of the teaching set-up? Do you think it's normal? ---In some villages in our country, it is still the case. It was caused by the poor conditions in the school, meanwhile it would challenge a teacher's abilities, skills and patience. (2) How do the children enjoy leisure?
---Feel free, relax, do what they like to do, play, yell, etc.
(六) Lines 39--43
1. Language Points
This was the last straw. = This was really the worst coming to the worst and too much to put up with.
2. Questions for Discussion
(1) Was the salary negotiable?
---No . Before he could protest, the headmaster got to his feet and asked him to meet his wife.
(2) What does the last paragraph imply?
---The boy wouldn't take the job.
(3) Do you think that working under a woman is an indignity?
---No, men and women enjoy equal rights.
(4) Why did the headmaster want to hire such an inexperienced teacher?
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---He had little money to offer, and probably had not been able to hire anyone else. 五. Summary Questions and Concluding Remarks
1. Summary Questions
(1) What was the procedure followed by the boy in looking for a jib? ---a).He saw a teaching post advertised in a local newspaper.
b).He wrote to the school to apply for the jib.
c). The school wrote him back and asked him for an interview.
d). During the interview , he was asked many questions, both personal and professional, and meanwhile, he learnt a lot about the school.
e). He made his decision: to refuse the jib.
(2) What factors helped to bring about the boy's refusal?
---a) The school was very far away and it was inconvenient for him to get there.
b) Its surroundings were dirty and noisy.
c) The headmaster didn't make a good impression on him, and they had very little in
common.
d) The teaching set-up filled him with feat.
e) He couldn't negotiate the salary offered by the school.
f) The last reason was that he considered it an indignity to work under a woman. 2. Concluding Remarks
---This interview that took place in the story was a very peculiar one. In actual life, an interview is usually a two-way conversation. When you apply for a job, you must try to give the employer a good impression by writing a decent application letter and a full resume. If asked for an interview, you should mind your dress, manners and language. Meanwhile you should also pay attention to the job environment, working condition and the like to see if they are suitable for you.
Unit 4
The Professor and the Yo-Yo
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 4 Text A
Teaching objective:
Help students to:
1. learn a lesson from Einstein and be a modest man.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
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Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking: 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. 5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Do a dictation or vocabulary exercise in class.
8. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
Warm-up Questions
1. Was Einstein bright in his early childhood? Give examples.
2. What is his greatest contribution to the mankind?
3. What do you know about the life of Einstein?
4. Do you think Einstein was responsible for the search work on the atomic bomb? Why? 5. Describe the appearance of Einstein.
Albert Einstein
German-born American Physicist and Nobel Laureate
1879,1955
“Imagination is more important than knowledge. “ — Albert Einstein
1. A brief introduction
March 14, 1879
In 1905 Einstein received his doctorate from the University of Zurich for a theoretical dissertation on the dimensions of molecules, and he also published three theoretical papers of central importance to the development of 20th-century physics.
On the basis of the General Theory of Relativity, Einstein accounted for the previously unexplained variations in the orbital motion of the planets and predicted the bending of starlight in the vicinity of a massive body such as the sun. The confirmation of this latter phenomenon during an eclipse of the sun in 1919 became a media event, and Einstein’s fame spread worldwide. In 1921 he was awarded the Nobel Prize for physics.
2. Einstein explains the equivalence of energy and matter
It followed from the Special Theory of Relativity that mass and energy are both but different manifestations of the same thing a somewhat unfamiliar conception for the average mind. Furthermore, the equation E is equal to mc squared, in which energy is put equal to mass, multiplied by the square of the velocity of light, showed that very small amounts of mass may be converted into a very large amount of energy and vice versa. The mass and energy were in fact equivalent, according to the formula mentioned before. This was demonstrated by Cockcroft and Walton in 1932, experimentally.”
When Hitler came to power, Einstein immediately decided to leave Germany for the United States. He took a position at the Institute for Advanced Study at Princeton, New Jersey. In 1939 Einstein collaborated with several other physicists in writing a letter
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to President Franklin D. Roosevelt, pointing out the possibility of making an atomic bomb and the likelihood that the German government was embarking on such a course. The letter, which bore only Einstein’s signature, helped lend urgency to efforts in the U.S. to build the atomic bomb, but Einstein himself played no role in the work and knew nothing about it at the time.
After 1919, Einstein became internationally renowned. He accrued honors and awards, including the Nobel Prize in physics in 1921, from various world scientific societies. His visit to any part of the world became a national event; photographers and reporters followed him everywhere.
After the war, Einstein was active in the cause of international disarmament and world government but declined the offer made by leaders of the state of Israel to become president of that country. In the U.S. during the late 1940s and early 1950s he spoke out on the need for the nation’s intellectuals to make any sacrifice necessary to preserve political freedom. Einstein died in Princeton on April 18, 1955.
The Nobel Prize
Nobel Prizes are annual monetary awards granted to individuals or institutions for outstanding contributions in the fields of physics, chemistry, physiology or medicine, literature, international peace, and economic sciences. The Nobel Prizes are internationally recognized as the most prestigious awards in each of these fields. The prizes were established by Swedish inventor and industrialist Alfred Bernhard Nobel, who set up a fund for them in his will. The first Nobel Prizes were awarded on December 10, 1901, the fifth anniversary of Nobel’s death.
Global Reading
Part Division of the Text
1-1—40 Einstein was a plain and simple man in his daily life.
2-41---52 though he was world famous, Einstein remained purely and exclusively a theorist.
3-53---72 Einstein never understood his fame.
An Analysis of Einstein’s Personality
Statements---- Supporting Details
Einstein had no personal ambition.
1. He was ready to come to terms with himself and the world around him. 2. He knew there were answers beyond his intellectual reach.
3. He was content to go as far as he could.
4. He never showed jealousy, vanity, bitterness, anger, resentment, or personal ambition. Einstein believed in simplicity.
1. He was beyond pretension.
2. He bought his stationery in Woolworth’s, a five-and-ten-cent variety store.
3. He never carried money with him because he had no use for it.
4. He used only water and safety razor to shave.
5. He needed only a pencil and a pad of paper to
Einstein was purely and exclusively a theorist.
1. He did not have the slightest interest in the practical application of his ideas and theories.
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2. He would not walk down the street to see a reactor create atomic energy. 3. He did not have any curiosity in observing how his Photoelectric Theory could make TV possible.
4. He tried in vain to deduce the operating principle of a toy bird but refused to take it apart to see how it actually worked.
Einstein was easy to approach and was beyond any pretension.
1. He wrote a long poem of thanks to a small boy who had sent him a Yo-Yo. 2. He corresponded with many of the world's most important people with ordinary stationery.
3. He thought that his ideas had been accepted because he was a lucky man. Detailed Reading
Fortune普通用词，指由机会或运气来决定的一种命运，如暗示一种比fate 好的运气或一种愉快的未来。
Fate较庄严用词，多指不幸的命运，暗示不可避免，令人畏惧或人的意志无法改变，宿命论色彩较浓。
Luck 为普通用语， 表示”运气”，用于非正式场合，特别是口语中。可指好运或坏运，但特指好运。
Destiny 普通用词，侧重预先注定的命运，对未来命运的美好憧憬。
It’s your first day to school. Good Luck!
The old lady had the good Fortune to be free from illness all her life. Are you willing to let your life be controlled by Destiny?
Fate prevented them from ever meeting again.
1. When my turn came, I displayed my few tricks and pointed out to him that the incorrectly looped string had thrown the toy off balance.
I showed my skills of handling the Yo-Yo and explained to him that the toy had turned over instead of rolling back up the string because it had not been looped in a proper way. 轮到我时，我露了几手并向他指出，绕错的线圈使玩具失去了平衡。
2. He was the only person I knew who had come to terms with himself and the world around him.
1. What is the grammatical function of “I knew who had come to terms with himself and
the world around him”?
It’s an attributive clause modifying the word “the only person”.
2. What can we infer from the sentence?
We can infer from the sentence that Einstein was at peace with himself and the world. He accepted the world as it was and knew his own limits.
3. He knew there were answers beyond his intellectual reach.
He knew that the universe had more mysteries than he could ever hope to solve by his intellectual capabilities.
他知道有许多问
题
快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题
的
答案
八年级地理上册填图题岩土工程勘察试题省略号的作用及举例应急救援安全知识车间5s试题及答案
超出了他智力所及的范围。
4. He seemed immune to these emotions. He was beyond any pretension. What can we infer from the sentences?
Einstein seemed unaffected by these feelings. He was completely sincere and honest without the slightest intention to show off.
5. He pursued various theories for several days until I suggested we take the toy apart to see how it did work.
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1. What is the implied meaning of the sentence?
For a few days, he continued several theories to explain how the Yo-Yo worked before I suggested that we separate it to have a look. Here we can see that Einstein was a purely theorist and did not take interest in practical use of theories. Sometimes he could not solve practical problems.
他连续几天试着用各种理论来解释，后来是我建议把玩具拆开来看看它是怎样运转的。
6. He had developed theories that were profound and capable of exciting relatively few scientists.
His theories were so difficult to understand that only a small number of scientists became interested in them.
---It is an attributive sentence with “that” clause modifying the word “theories”.
7. Yet his name was a household word across the civilized world.
Nevertheless，he was a person whose name was known by almost everybody throughout the civilized countries.
然而，他的名字在整个文明世界都家喻户晓，人人皆知。
Writing Practice
1. A Brief Introduction
In English writing, it is very important to present information to readers in a logical order, which is the key to coherent paragraphs and essays. There are many ways to organize a paragraph in a logical order. Some of them are listed in the following table. WAY
SAMPLE SENTENCE
General to specific
I have 2 cars. The yellow car is my favorite.
Known to unknown
Every country has a government. In Germany, the government has a
Bundeskanzler,Bundesminister…
Temporal movement
By August 1997, our school installed 3,000 computers. By August 2000, the school plans to install 2,000 more computers.
Spatial movement
On the top of the screen is the title bar. Below the title bar is the menu bar.
Concept to examples
It's extremely expensive to live in New York. For example, I pay $1,250 for a one-bedroom apartment.
Problem to solution
The company created a new kind of software called Star to solve the disadvantages of the AP system. The Star increases system performance and makes the system easier to maintain.
Data to conclusions
The new system requires more time to configure and learn. However, it is also faster and more flexible. Therefore, we decided to buy it.
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Proverbs and Quotations
1. Humility is the beginning of wisdom.
2. Experience is the mother of wisdom.
3. Modesty is not only an ornament, but also a guard to virtue. 4. The more a man knows, the more he is inclined to be modest. 5. Human pride is human weakness.
6. Plain living and high thinking.
William Wordsworth, British poet Exercise and homework
Unit 6
The Making of a Surgeon
Teaching material: College English for Intensive Reading (Book 2) Teaching content: Unit 6 Text A
Teaching objective:
Help students to:
1. do not dare to make mistakes.
2. understand the main idea and structure of this text. 3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language.
Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking: 2 Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up.
5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
1. Three Types of Doctors (teacher’s book P73)
General Practitioners
Specialists
Researchers
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2. Careers in Medicine in the US
3. Warm-up Questions
1. What do you think of a doctor’s life?
It is busy, stable, clean exhausting, well-paid, respectable, responsible, etc. 2. What makes a successful surgeon?
Medical Knowledge, sense of duty, self-confidence, rich experience, etc. 3. Are you afraid of making mistakes? What helps you overcome them? Can you give an example?
Global Reading
Part Division of the Text
1 1-9 The author raises the question and gives the answer. (Confidence is the key to success.)
2 10-45 The author supports the main idea by giving examples.
3 46-end The author repeats and strengthens the main idea. (Conceit encourages a doctor in trying moments.)
Directions: Go through the first two paragraphs and answer the following questions. 1. What question did Dr. Nolen ask himself as the year of his chief residency came to an end?
How does a doctor recognize the point in time when he is finally a surgeon ? 2. What was his answer?
His answer was self-confidence.
3. When can a doctor say to himself that he is indeed a surgeon?
When he can say to himself, there is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon then, and not until then is he indeed a surgeon.
Directions: Read the second part again and fill in the information to show the changes of the author.
Changes
Past
Now
Reason for changes
Sleeping
Had trouble getting back to sleep.
Sleeping was no longer a problem.
Learned to accept decision making as a constant problem for a surgeon and could live with it.
Making decisions
Reviewed all the facts of the case and wondered if he had made a poor decision. Any decision he had made was bound to be a sound one.
Had knowledge and experience.
During operation
There were butterflies in his stomach and he sweated through the operation.
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No need to sweat any more and could handle whatever he found.
Had the knowledge, the skill and the experience to handle any surgical situation in practice.
Making mistakes
Was afraid of it.
Still dreaded errors could do best to avoid them.
Knew they were part of a surgeon’s life.
Detailed Reading
1. There is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon
1. Why does the author use double negation here?
Double negation for emphatic purpose. 双重否定，表示强调。若改成肯定句后，语气变弱。
我能胜任对任何外科病人的治疗，我的治疗和其他外科医生一样高明，甚至比其他医生更高明。
2. Often, after I had told Walt or Larry what to do in a particular situation 1. Who are Walt and Larry?
Walt and Larry are pet names for Walter and Lawrence, two very common English names. Here the author only means that after he had told this person or that person what to do…
2. Can you offer them an equivalent Chinese translation?
张三李四
3. And, not infrequently, wonder if I hadn’t made a poor decision.
Why doesn’t the author use “frequently” instead of “not infrequently”?
这里的not infrequently等于frequently。此种用法是双重否定，等于肯定，目的是加强语气。 not + 带否
定的前缀词是一种常见的双重否定结构，表示肯定的意思。
He doesn’t feel improper at all.
他根本不觉得有什么不妥。
This is not unreasonable.
这不是没道理的。
4. There were still situations in which I couldn’t be certain my decision had been the
right one, but I had learned to accept this as a constant problem for a surgeon, one that could never be completely resolved — and I could live with it.
1. What does it refer to?
It refers to the things mentioned above. 即医生不敢确定自己做的决定是否正确是常有的事，这个问
题永远也无法完全解决。
在某些情况下我仍然不能确定自己做的决定是否正确，但我已学会把这看成是一名外科医生经常会遇到的问题，
一个永远也无法完全解决的问题——我已能适应它了。
There were no more butterflies in my stomach when I opened up an abdomen or a chest. ---I was no longer nervous or anxious when I was performing an operation.
5. I sweated through my share of stab wounds of the belly, of punctured lungs, of compound fractures. I had sweated over them for five years. I didn’t need to sweat
any more.
---I had been nervous and anxious while painstakingly treating the serious wounds such
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as stab wounds in the abdomen, punctured lungs and compound fractures. I had been nervous for five years and I needn’t be so nervous any more.
在我手上，我战战兢兢地治疗过像腹部刺伤、肺部穿孔以及复合性骨折等病例。这类外科手术我已经战战兢兢
地干了五年，现在我不必再担惊受怕了。
6. Nor was I afraid of making mistakes.
Put this sentence into its normal order.
I was not afraid of making mistakes either. nor的意思是”而且，也不”，相当于neither。nor若放在
句首，句子需部分倒装。
7. I knew that when I was out in practice I would inevitably err at one time or another and operate on someone who didn’t need surgery or sit on someone who
did.
1. Why does the author say that he would err at one time or another?
Because it is part of a surgeon’s life.
2. Paraphrase the sentence.
I knew it clearly that I would make mistakes sometimes when I was in practice in the future. That mistake might be that I would operate on someone who didn’t need surgery
or neglect someone who needed it urgently.
我知道，在我出去开业行医时，说不定什么时候我会不可避免地出差错。我会给不需要手术的病人开刀，也可
能会把急需手术的病人忽略过去。
Writing Practice — Parallelism
Parallelism is used for the following effects: to gain emphasis; to create a pleasant rhythm in a prose passage; and to cut down on the number of words needed to express an idea.
Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as and or or.
Single words:
Mary likes hiking, swimming, and bicycling. (-ing forms)
Mary likes to hike, to swim, and to ride a bicycle. (Infinitive)
The production manager was asked to write his report quickly, accurately, and thoroughly. (Adverbs)
The young film star was tall, dark, and handsome. (Adjectives)
Phrases
Buying a car and beginning her job were the next steps in her life. (-ing phrases) The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation. (Past tense phrases)
Clauses
The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.
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Proverbs and Quotations
1. The secret of success is constancy to purpose.
2. Hard and honest work is the surest way to success.
3. Behind every successful man there are a lot of unsuccessful years. 4. Shallow men believe in luck. Self-trust is the first secret of success. 5. Success is never final and failure never fatal. It is courage that counts. 6. Self-distrust is the cause of most of our failures.
Exercises and homework
Unit 7
Not on My Block
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 7 Text A
Teaching objective:
Help students to:
1. Love all, trust a few, be false to none.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking: 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. 5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Ask students to read Text B and guide them through the exercises following the text. Lead-in
Warm-up Questions
1. How much do you know about drugs? Can you name a few drugs you have heard of? 2. How do you feel about the photos you have seen?
3. What will you do if you know someone living in your neighborhhood is taking drugs
24
or is a drug dealer?
4. Do you know the story of the prodigal son? Are there any sayings about the prodigal son?
Background Information
Foster care
A child may need foster care because
? he / she is a victim of abuse or neglect
? the parent / legal guardian has died
? the parent / legal guardian is in jail
? the parent / legal guardian abandoned him / her
? the parent / legal guardian has an alcohol or drug abuse problem ? the parent / legal guardian is unable to care for him / her due to physical or mental illness
Global Reading
Part Division of Text A
Part Lines Main idea
1 1-27 After Mrs. Armstead moved into the row house, she found drug dealers and addicts often appeared on her stoop.
2 28-67 Mrs. Armstead fought against those drug dealers and they became friendly with her.
3 68-72 Mrs. Armstead participated in a community organization to step up the efforts of fighting against drug dealing.
4 73-end Mrs. Armstead felt good with one drug dealer showing gratitude to her.
Detailed Reading
1. Ethel Armstead liked the gray row house right off.
1. What does “row house” mean?
It means a row of houses built in one block in a uniform style. 埃塞尔• 阿姆斯特德一下子就喜欢上了那栋灰色的联房。
2. As a steady stream of cars and foot traffic passed by, the dealers conducted business on the stoop.
1. How do you understand “foot traffic”?
It refers to pedestrians moving along a route.
当川流不息的车辆和行人经过时，毒品贩子就在门廊上做生意。
3. As a 50-something mother of grown children,
1. How old is Mrs. Armstead?
She is in her fifties.
2. You can use -something after a number like 20, 30, etc. to refer to the age of a person. Can you give an example?
Open-ended.
4. But it wasn’t the first time she’d risen to an unexpected challenge.
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1. What can be inferred from this sentence?
She had acted in response to such an unexpected difficult situation before. 2. What kind of person is Mrs. Armstead?
She is very courageous and brave.
5. gonna talk to these guys tomorrow.
1. ---gonna is an informal way of saying going to .
2. Besides, you can often hear people say ganna , what does it mean? ganna is an informal way of saying “want to” as in “you wanna go now?”
6. Armstead’s insides were turning over, but she knew she couldn’t show her fear.
1. What do we mean when we refer to sb.’s insides?
We mean the person’s stomach.
2. How did Mrs. Armstead feel at that time?
She felt very nervous.
7. his is my space, she said calmly and quietly, keeping her face a mask. 1. How do you understand the word mask ?
It means an expression on one’s face that hides their true feelings.
2. What did Mrs. Armstead do?
She tried not to show any of her real feelings.
8. Armstead’s heartbeat rose into her throat.
1. What do we know from this sentence?
Mrs. Armstead was so nervous that her heart was pounding.
阿姆斯特德的心已跳到喉咙口。
9. Armstead kept “fussin’,” warning of the dangers of fast money.
1. What is “fussin’”?
“Fussin’” is a non-standard way of saying “fussing”.
2. Who said the word “fussin’” and who was “fussin’”?
The young men said this word. In their opinion, Armstead was fussing.
Writing Practice---A Friendly Letter Format
1. A friendly letter format covers the following five parts, namely, heading, greeting or
salutation, body, closing and signature.
Heading: Check to make sure you have the correct information on the correct line. It should be on the right side of the paper:
first line — street number and street name
second line — town or city, state and ZIP code
third line — the date
greeting or salutation: Dear Name — if word processing, skip two lines below the heading and begin flush with the left margin; if writing by hand, skip a space and begin
flush with the left margin.
Body: The main part of the letter in which you write about your information and ideas; remember that to be terrific, you must be specific! if word processing, skip one line after
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the salutation and skip one line between paragraphs; if writing by hand, you do not need to skip these spaces; indent paragraphs.
Closing: Choose an appropriate closing, and sign your name. Make sure these lines up with the heading. Only the first word is capitalized.
Signature: Usually in cursive.
2. An Example
12 Cherry Lane
Anytown, LA 77777
June 21, 2002
Dear Auntie Em,
I had such a wonderful time in Kansas that I wanted to write and let you know. I loved the whirlwind ride at the county fair. All my friends want my cowardly lion that Uncle Lester won for me on the midway. I sleep with the lion every night.
I hope you and Uncle Lester can come visit me next summer. We'll go to Emerald City Fun Fair and eat popcorn and cotton candy.
Love always,
(signature)
Homework
Directions: You are required to write a thank-you letter to your grandma for the birthday card she sent you. Also tell her something about your study in school. Be sure to use the correct format.
104 Woodlot Road
Ridge, New York 11772
November 22, 2004
Dear Grandma,
I was so happy when you sent me the birthday card for my birthday. It made everyone laugh because it was so funny. Sometimes when you send the card I bring it to school to show my teacher.
We are studying Indians in class. There are so many things that I have learned. I can't wait to share them with you when you come for Thanksgiving. I even wrote you a cute poem.
Your loving granddaughter,
(signature)
Proverbs and Quotations
1. Love all, trust a few, be false to none.
要爱一切人，相信少数人，不要负于任何人。
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2(If I take care of my character, my reputation will take care of itself. 注意好品行，自有美名声。
3(To care for wisdom and truth and the improvement of the soul is far better than to seek
money and honor and reputation.
获得智慧，寻求真理，并使心灵美好，要比追求金钱、荣誉和名声好得多。
Exercises and homework
Unit 8
HONESTY: IS IT GOING OUT OF STYLE?
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 8 Text A
Teaching objective:
Help students to:
1. be honest.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking: 2 Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up.
5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
Warm-up Questions
1. What does the video clip describe? Do you think it funny? Why? 2. Have you ever cheated on exams or thought of cheating on exams? What are the
reasons?
3. What do you think of cheating on exams?
4. Do you think we can stop cheating? If yes, how? If no, why?
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5. Can you imagine what would happen if there were no exams?
Background Information
1. Polls of public opinion
1) Public opinion poll: a method of learning what people think and how they feel about a wide variety of subjects
2) The first public poll: in 1824, in the US, one of the best-known the Gallup Poll 3) Two sampling methods: random and quota sampling
Global Reading
Part Lines Main idea
1 1-18 Cheating may be on the rise.
2 19-32 Actions taken and reaction.
3 33-67 Reactions: Why there was less cheating in the good old days ? 4 68-end Suggestions: Ways to help students gain confidence.
Discourse Analysis
The text is an argumentative writing in style. The author presents sufficient evidence of valid reasons, examples, strong contrasts, etc. to support his idea that dishonesty is increasing in America, but honesty is still an important part of the national character. 1. How to support a statement?
statistics, examples, analysis, counter-argument, analogy, etc.
2. Find the supporting sentences in each part according to the topic sentences given. For Part 1:
Topic Sentence
There are other indications that high school cheating may be on the rise. (L8 9) Supporting Sentences
Recent poll: 61% American high school students ever cheated.
A case in point: New York State charge.
Students buy prewritten term papers.
For Part 2:
Topic Sentence
Colleges and universities across the nation have decided to do more than talk about the rise in student cheating. (L19-20)
Supporting Sentence
campaign at the University of Maryland.
For Part 3:
Topic Sentence
But were they more honest? Maybe yes, a long time ago when life was very different from what it is today. (L34 35)
Supporting Sentences
George Washington’s cherry tree honesty was seen as an important part of the American character.
No fun stories, but ones about morality.
Abe Lincoln’s penny small social circle.
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More signs today more likely to reveal dishonesty.
For Part 4:
Topic Sentence
There is some evidence that dishonesty may ebb and flow. (L68 69) Supporting Sentences
Theft and cheating.
Educators finding.
Defiant students.
Skimming
Skim the passage and find the information about the good old days . Characteristics:
People were better, happier and more honest
Evidence:
The stories of Lincoln and Washington.
Reasons:
Education virtues are emphasized in schools.
Life style life is less complicated. (no income taxes) Better communication people know each other better.
Comparatively low ability in revealing dishonesty.
Economic conditions.
Detailed Reading
1. It can be argued such a response may not mean much. Some people may have a good reason to say that such a response from high school students may not be significant.
人们可以争论说，这样一种回答也许没有多大意义。
2. Colleges and universities across the nation have decided to do more than talk about the rise in student cheating.
How do you understand “across the nation” and “to do more than talk”?
The first one means “throughout the country.” The second one means to do something instead of talking.”
3. For instance, the Department of Psychology at the University of Maryland launched a campaign to stop one form of cheating.
1. What did the Department of Psychology do?
It started a series of activities to stop cheating.
2. What can be inferred from this sentence as to the cheating on campus? It has become a very serious problem and challenge to the university, therefore actions
should be taken.
4. As 409 students filed out of their exam, they found all but one exit blocked. 1. How did the students leave?
They left the exam hall or room in a single file, i.e., one by one.
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5. Students who said they left theirs in the dorm or at home had a mug shot taken. 1. What does mug mean?
mug is a slangy word for face , as in the sentence you have got an ugly mug.”
2. Where is mug shot used?
It is used on the driver’s license, university ID card, etc. It may be taken by police for purposes of identification.
6. like police arresting speeders, the intent is not to catch everyone but rather to catch enough to spread the word.”
1. Who are speeders ?
speeders are those who drive faster than the posted speed limit.
2. As far as you know, when will police arrest speeders?
If a person were driving in great excess of the speed limit, the police might arrest him and put him in jail. Generally the police do not arrest speeders; they are given traffic tickets which require the speeding offenders to pay a fine.
3. How do you understand this part?
the intention is not to catch all of the cheats, but to catch a sufficient number of them for the purpose of giving a warning to other students: if a few are caught, the other students will hear about it and be deterred from cheating.
这一运动的目的并不是要捉拿所有的人，而是抓住足够的作弊者以便把信息传开去。
7. Students in the last century usually didn’t read fun stories.
1. What are fun stories?
They are humorous stories read for amusement.
2. What is the intent of fun stories?
The intent is usually to entertain rather than to educate.
8. Perhaps this tells us that people need to know one another to be at their honest best.
1. What does the phrase at their honest best mean?
It means at their best as far as honesty is concerned .
2. How do you understand this sentence?
People need to know one another well if they are to treat one another as honestly as possible.
9. a person may feel they don’t trust me anyway, and be tempted to beat the
system .
1. What does beat the system mean?
It means to defeat or get the upper hand of the system.
2. What does the system refer to?
It refers loosely to any organized society or social institutions such as the tax system, the educational system, and the political system. In our text the system refers to the educational system, or more specifically to the way in which one earns grades. 3. When can a person beat the system ?
If one cheats and receives a good grade without doing the work required for it, one can beat the system .
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Writing Practice---A Brief Introduction
Transition is the movement from one sentence to the next. Smooth and logical transition connects sentences in meaningful ways and makes clear the relationship between ideas, thus giving coherence to the paragraph and making it easier for the reader to follow the author’s line of thought from one sentence to the next.
Altogether, there are four basic ways to achieve good transition in a paragraph. In this part, three of them are introduced:
Ways
Examples
1. Use a pronoun to refer to a person, idea or thing just mentioned in the preceding sentence.
Of all figures from America’s past, Abraham Lincoln is In fact, the admiration they have for him borders on worship.
2. Repeat a key word or phrase in the preceding sentence.
After all, most students have been faced with the temptation to peek at a neighbor’s test
paper. And students can be hard on themselves in judging such behavior…
3. Use a synonym, a different word of much preceding sentence. Of all Jefferson’s many talents, one is central. He was above all a good and tireless writer His talent as an author was soon discovered, and when …
Proverbs and Quotations
1. Honesty is the best policy.
2. Honesty may be dear bought, but can never be an ill penny worth. 3. Don’t bury your head in the sand. 不要自欺欺人。
4. Nothing is easier than to deceive oneself.
— Demothenes, ancient Greek statesman
5. Honesty and diligence should be your eternal mates.
— Benjamin Franklin, American President
Exercise and homework
Unit 9
What Is Intelligence, Anyway?
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 9 Text A
Teaching objective:
Help students to:
1. understand what intelligence is.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
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New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking: 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. 5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
Alfred Binet
In 1905 French psychologist Alfred Binet and colleague Thedore Simon devised one of the first tests of general intelligence. The test sought to identify French children likely to have difficulty in school so that they could receive special education. An American version of Binet’s test, the Stanford-Binet Intelligence Scale, is still used today.
Global Reading
Part Division of the Text
1 1-2 I have been scoring high in intelligence tests all my life but it only means that I am good at answering certain types of academic questions.
2 3-4 intelligence is not absolute and it is decided by the society one lives in. 3 5-7 my auto repairman played a joke on me, which seemed to prove me a moron.
Questions and Answers
1. What did the author think of the high score had achieved in the aptitude test? 2. Does the author believe that he is highly intelligent?
3. According to the author, what do the high scores really mean?
Table Completion
Directions: Fill in the chart according to the text.
The prelude (前奏) of th e joke: A deaf-and-dumb guy successfully bought some nails by making motions.
The question asked by my auto repairman: How could a blind man buy scissors? My answer: He made scissoring motions with his first two fingers. Response of my auto repairman: He laughed and said that I was a fool. My feeling: Uneasy.
Detailed Reading
1. It didn’t mean anything.
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What can we infer from this sentence?
The author cared nothing about other soldiers compliments for his high score, which could bring him nothing.
2. For instance, I had an auto repairman once, who, on these intelligence tests, could not possibly have scored more than 80, by my estimate.
1) Paraphrase the sentence
For example, once I had an auto repairman. I suppose that he probably could not achieve a score of more than 80 if he took these intelligence tests.
2) Analyze the structure of the sentence
这句话的主干部分很短，即为I had an auto repairman once. 定语从句修饰其中心词repairman。
本句中插入语较多，用逗号进行了间隔。
3. Yet, when anything went wrong with my car I hastened to him with it, watched him anxiously as he explored its vitals, and listened to his pronouncements as though they were divine oracles — and he always fixed my car.
然而，每当我的汽车出了毛病，我总是急急忙忙地去找他，焦急地注视着他检查汽车的主要部位，恭听着他的
见解，仿佛聆听神谕一般——而他总能把我的汽车修好。
It means that my auto repairman excelled me in fixing my car though I took it for granted that I was far more intelligent than he was.
4. Its numerical evaluation is determined by a small subsection of that society which has managed to foist itself on the rest of us as an arbiter of such matters. 1) What can we infer from the sentence?
The author believed that only a small group of people in society determined what intelligence was and forced all the others to accept their ideas.
它的数值是由那个社会中的一小部分人决定的，他们作为这类事情的仲裁人已设法把他们的意志强加在我们身
上。
5. And I have an uneasy feeling he had something there.
1) What can we infer from the sentence?
To some extent, the author agrees with the auto repairman that too much education made him not very smart.
我有一种不安的感觉:他的话不无道理。
Writing Practice — Transition ?
A brief introduction
1.Transition is frequently used to indicate the logical relationship within or between sentences. Different transitional words and phrases facilitate the conveyance of ideas in various ways. Therefore, it is easier for readers to follow the author’s line of thought.
WAY
SAMPLE SENTENCE
Adding ideas
Jerry prefers coffee to milk. Furthermore, he prefers black coffee.
Emphasizing ideas
Max is hardworking, cheerful, and above all honest.
Illustrating ideas
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We need to take everything into account. We have to consider, for instance, the cost of each item.
Comparing ideas
The first letter she wrote me was less than a page long, and her second letter was similarly brief.
Contrasting ideas
This is a cheap and simple process. However there are dangers. Showing cause and effect
Since the prices of the raw materials have been raised, I'm afraid that we have to adjust the prices of our products accordingly.
Summarizing ideas
In conclusion, all the three factors contribute to the final success of the project.
Proverbs and Quotations
1(A wise man hears one word and understands two.
2(Too much cleverness is folly.
3(Wisdom in the mind is better than money in the hand.
4. He dares to be a fool, and that is the first step in the direction of wisdom. 5(You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions.
Naguib Mahfouz, Egyptian writer Every man is a fool sometimes, and none at all times.
George Kelly, American playwright and actor
Exercise and homework
Unit 10
Profits of praise
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 10 Text A
Teaching objective:
Help students to:
1. learn to do a research.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit. 4. appreciate the difference between formal language and colloquial (spoken) language. Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
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Text A: 4 Text B: 2 Listening an speaking : 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise. 3. Get students actively involved in analyzing and explaining the text. 4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. 5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Do a dictation or vocabulary exercise in class.
8. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
Warm-up Questions
1. What did your parents do when you made a mistake? And how about the teacher? 2. What kind of feeling do you have when you are praised? How do you feel when you are blamed?
3. Do you often praise people or criticize them?
4. How do Chinese usually do with praise?
(= “It’s nothing.” “ Don’t mention it.” Or other words to conceal our actual happy
feelings in order to show our modesty.)
5. Do you think that punishment is the way to make a child learn?
Global Reading
Part Division of the Text
Part Lines Main idea
1 1-15 An example that shows the importance of praise.
2 16-34 The possible reasons why people are so chary about giving
praise.
3 35-77 The author takes people of different sorts for example and
further explains that praise can bring about unexpected good
effect on them.
4 78-end The author encourages people to give more praise to others.
Questions and Answers
a) How did the writer feel at the end of her first day as waitress in a restaurant? b) How did she feel when the father with several children had changed the ice-cream
order a dozen times?
c) How come her exhaustion vanished all of a sudden?
Report Completion
Directions: You are required to read Line 71 to Line 83 and then complete the following report of the experiment made by behavioral scientists. Purpose: To prove that any human being tends to repeat an act which has been immediately followed by a pleasant result.
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Objects of experiment: School children.
Process: Children are divided into three groups. One group was consistently praised for its previous performance; another group was criticized; the third was ignored. Results: Those who were praised improved dramatically. Those who were criticized improved some. Those who were ignored hardly improved at all.
Conclusion: Brightest children were helped just as much by criticism as by praise, but the less able children reacted badly to criticism, needed praise most. Unexpected findings: The less able children in most schools fail to get the pat on the back.
Detailed Reading
1. And yet, while most of us are only too ready to apply to others the cold wind of criticism, we are somehow reluctant to give our fellows the warm sunshine of praise. too…to 表示 “太…以至于不…”，但当too 之后跟的是 apt, ready, kind, happy, quick 等形容词时，动词不定式
则表示肯定的意思。 意为”太，非常，很”。如:
2. Why — when one word can bring such pleasure?
What has been omit after “why’?
...are we somehow reluctant to give our fellows the warm sunshine of praise.
3. When one thinks of the speed with which spiteful remarks are conveyed, it seems a pity that there isn’t more effort to relay pleasing and flattering comments. 1) Paraphrase this sentence.
When one thinks how fast the bad words spread, it seems a pity that one doesn’t do his /
her best to pass good words and bring pleasure to people.
当想到那些冷言恶语传播的速度之快时，我们会为没有尽力传达那些令人愉快的赞美之词而感到遗憾。
4. It’s especially rewarding to give praise in areas in which effort generally goes unnoticed or unmentioned.
1) Where is the real subject of the sentence?
“to give praise in areas in which effort generally goes unnoticed or unmentioned”是句子的
真正主语。在英语中，当主语是个较长的句子时，放在句首显得头重脚轻，因此常用形式主语 “it” 代替主语
从句，而从句则放到表语之后，其结构如下:
It + 系动词+ 形容词/名词+ wh / how / that 从句.
“in which effort generally goes unnoticed and unmentioned”: 是先行词area 的定语从句。
unnoticed 和 unmentioned在句中是主语补足语。
5. Since so often praise is the only wage a housewife receives, surely she of all people should get her measure.
1) How do you understand “of all” in this sentence?
of all 一般用来表示强调，通常用于两种场合。一种是表示 “特别是，尤其是”，另外一种用来表示惊讶，意
为”竟然是，偏偏是。”
How can he be absent today, of all days?
他为什么偏偏在今天迟到,
2) Find a word with similar meaning to “measure”.
share
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6. One teacher writes that instead of drowning students’ compositions in critical red
ink,
What is the author’s implied meaning in this sentence?
Teachers shouldn’t always write scolding words on the students’ compositions in red ink.
Writing Practice
Directions: Write a paragraph of about 100 words arguing that praise is more profitable than criticism. You can support your arguments with examples from the text or from your own experience.
Most people would agree that children learn best when they are praised by teachers or parents. Teachers can see the value of praise every day in their classrooms. Students who receive praise instead of “red marks” on their writing papers seem to improve more
rapidly in writing skills. Similarly grown-ups do a better job if they get a pat on the back. Yet, people who do routine jobs such as waiting on tables or keeping house seldom receive compliments. Small wonder they consider their work a dreary grind. So it is especially rewarding to give these people praise. For instance, a kind smile and a few warm words removed all the tiredness of the author when at the end of her first day as waitress she was exhausted and ready to quit. So if we can keep an eye on the small excellences around us and give compliments to those who deserve them, we can bring joy into the lives of other people as well as our own.
Proverbs and Quotations
1. The secret of success is constancy of purpose.
2. He who laughs best who laughs last.
3. To a wise man one word is enough.
4. We ask advice, but we can receive approbation.
— Charles C. Colton; British clergyman
我们征求意见，但事实上我们是想得到赞许。
—— 英国牧师 科尔顿, C. C.
5. When anyone remains modest, not after praise but after blame, then his
modesty is real.
— John Paul Richter; French writer
当一个人没有获得赞扬而是遭到批评之后仍然保持谦虚，他的谦虚才是真实的。
—— 法国作家 赖奇特, J. P.
Exercise and homework
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