上外全新版大学英语综合教程讲义-book2-unit1

Unit One Ways of Learning

Teaching Objectives of this Unit:

Students will be able to:

1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and

the Western learning styles) and structure of the text (introduction of the topic by an anecdote―elaboration by comparison and contrast― conclusion by a suggestion);

2.appreciate the difference between comparison and contrast, as well as different ways to compare

and contrast (point-by-point method or one-side-at-a-time method);

3.master the key language points and grammatical structures in the text;

4.conduct a series of reading, listening, speaking and writing activities related to the theme of this

unit.

Previewing Tasks:

T asks Ss to:

1.get familiar with the following important words and expressions in Text A, which will enable

them to understand the text better: attach, initial, occasion, neglect, relevant, accomplish, in due course, make up for, continual, evolve, emerge, superior;

2.pre-read Text A and try to find out the differences in education between China and America. Ss

are also encouraged to collect more information on this issue from some after-class materials; 3.finish the comprehension questions for text organization on p. 10 of the textbook.

First Period（90minutes）

I. Cultural Notes:

(1) Middle-class American: the old urban middle class consisted mainly of white collar workers and owners of the family businesses and their employees. They focused the majority of the middle class before 1945. The new middle class emerged out of the ashes of wartime destruction and consisted of salaried workers, blue collar, white collar, store clerks, shop keepers, regardless of the line of business they were in, all joined the ranks of the new middle-class which is between the very wealthy class and the class of unskilled laborers and unemployed people.

(2) Standing on the shoulders of giants: a well-known phrase frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.

II. A discussion for leading to Text A:

1. If you find a two-year-old boy is trying to put a key into a box, will you help him immediately?

---- Of course. He is too small to know how to do it

---- No. let him do it and learn by trying.

2.Can you recall how your parents taught you in your childhood? Did they like to teach you by holding your hand?

---- (stories in their childhood)

----Yes, I like it. I knew nothing as a little child and their help could give me a convenient way to achieve what I wanted.

---- No, I don’t like it. Doing by myself could help me to grasp the things tightly.

3. Which way did you prefer when you were in trouble with one of your toys in your childhood, turning to your parents for help, or exploring by yourselves?

---- turning to my parents for help, because I was too young to know how to manage it.

---- exploring by myself, like Kevin in Home Alone.

4.Can you list some features of education in China based on the above discussions? Can you

In a broad sense, education is a kind of cultural phenomenon. Therefore, when we compare Sino-American education systems, it is indispensable to investigate the two cultures first, for it is the different cultures that lead to the differences in education. Knowing that, on the one hand, the core of Chinese education, though in varied forms, is given to the accumulation of knowledge and the construction of learning system and the aim of education is in molding, while on the American side, priority is given to fostering student’s ability to make practical application of knowledge learnt and boldness in innovations, creativity, originality, and the aim of its education is in perfection of his/her personality for the future happiness, you’ll find it is not hard to understand such common occurrences in text A or in daily life as why many Chinese staff would like to assist Benjamin to insert the key into the slot.

III. Text Organization (exercise on P. 10):

An essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion. This text is no exception:

Part one: (Para.1—5) Topic introduced by an anecdote of teaching a child to insert a key into a slot. Part two: (Para.6—12) The differences in education between China and America.

Point 1: Two different ways to learn to accomplish a task (Para.6—10)

Point 2: Two different attitudes to creativity and skills (Para 11—12)

Part three: (Para. 13—14) Conclusion: The author suggests that we might strike a better balance between the two contrary ways of education.

(Teachers can draw the following chart on the blackboard to help the students be clear of the structure of Text A :)

Chinese way

↗↘

Incident →→→difference in education →→→ conclusion

↘American way ↗

IV. Study in detail:

Part one (Para. 1-5):

1.Skimming: T asks Ss to skim this part and then answer the following questions:

① Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)

② Who are the main characters in this incident? (The author, his wife Ellen, their son Benjamin and the hotel staff)

③ What is the attitude of the author and his wife towards Benjamin’s efforts in inserting the key into the slot? (They let him explore and enjoy himself)

④ What is the attitude of the hotel staff toward Benjamin’s efforts? (They held his hand and taught him how to insert the key correctly)

2. Language points in this part:

1) reflect on: think deeply about, remind oneself of, consider

I need time to reflect on your offer.

2) attach: fasten or join

The porter attached a label to my suitcase.

She was strongly attached to her home.

3)…to position the key just so:to position the key carefully to fit into the narrow key slot

4) not in the least: not at all

Ann didn't seem in the least concerned about her study

5) on occasion: now and then

Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.

6) relevant: directly connected with the subject (followed by to, opposite irrelevant)

Be related to / be associated with / be connected with / be concerned with

7）assist: help (used in the pattern: assist sb. to do sth. , assist sb. with sth. )

The head teacher’s deputy assists with many of his duties.

3. T tells Ss that there are many ways of introducing a topic: ① to state the topic directly; ② to introduce the topic by posing a question (e.g. Text A, Unit 6, Book1: What Animals Really Think?);

③to begin by quoting newspaper headlines (e.g. Text B, Unit 3, Book 1: How to Make Sense out of Science); ④an anecdote or an incident is used. Ss should decide which way is adopted by Howard Gardner, and T should drive home to them the very important point that they should learn to vary their own writing by adopting various types of topic introduction.

V. Assignments:

1. read the left two parts of text A in detail, pick out the sentences that can not easily understand.

2. finish exercise 2 on P. 11, so as to get a better understanding of the differences in approaches to learning between the Chinese and Americans.

Second Period (90minutes)

I. Dictation:

In a broad sense, education is a kind of cultural phenomenon. Therefore, when we compare Sino-America education systems, it is necessary to investigate the two cultures first, for it is the different cultures that lead to the difference in education. The Chinese give great priority to showing a child how to accomplish a task; In contrast, the Americans attach much importance to fostering students’ ability to make practical application of the knowledge and to encouraging them to be bold in innovation, creativity and originality.

II. Part two:

1. T asks Ss to scan this part quickly and then try to figure out the structure of this part:

Para. 6-7: different explanations of the Chinese and the Americans for helping the children(Chinese: accomplish the task sooner, and they can proceed to more complex activities; Americans: self-reliance is a principle value of child rearing in middle-class American.)

Para. 8-10: two different ways to learn.

Para. 11-12: two different attitudes towards creativity and skills.

2. T guides Ss to further discuss the differences in detail (check of assignment No.2):

In this part, the author just gives his own thoughts on different approaches to leaning in China and the West based on the anecdote mentioned in the first part. Ss are supposed to sum up the differences in approaches to learning between the Chinese and Americans, including the two different ways to learn and two different attitudes towards creativity and skills as suggested by the

contrast (a comparison brings out the similarities between two or more things of the same kind, while a contrast the differences between them).

3. T further explains to Ss that there are generally two ways to organize comparison and contrast in essays. One way is to examine one subject thoroughly and then start the other (one-side-at-a-time method), and the other way is to examine two subjects at the same time, discussing them point by point (point-by-point method). Then T asks Ss to scan Para. 6-7 and Para.11-13 respectively and decide what method of comparison and contrast are used here (one-side-at-a-time method for Para. 6-7 and point-by-point method for Para.11-13).

4. Language points in this part:

1) accomplish: manage to do (sth.)

Unless you practice you’ll accomplish nothing.

2) continual: describing separate actions which are repeated over a period of time.

Recently the young couple have continual arguments with each other for trifles.

continuous: indicating that an action carries on without stopping or interruption

A continuous beach is exposed to the beating of continual waves.

3) apply: ① be relevant; have an effect ( used in the pattern apply to sb/sth)

The principle of diligence applies to all undergoing

② write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth.. apply to do sth.)

4) evolve: (cause to) develop gradually ;( used in the pattern evolve into, evolve from)

The story evolves into a tragedy.

Popular music evolves from folk songs.

5) emerge: come out (followed by from)

Emergence, n.出现emergency, n. 紧急情况，不测事件，非常时刻

6) Sentences:

① He may well get frustrated and angry. (line 39)

may或might与well连用，表示有充分的理由，完全（能），（满）可以。当你认为某事很可能发生时，可以说It may well happen.

② ...whether it be placing a key in a key slot… (line 52)

此句是虚拟语气subjunctive mood. 动词原形作为虚拟时态皆用在正式文体中（非正式文体用直陈语气）。它在条件从句中所表示的假设是可能实现的，所以其结果主句应用直陈语气。如：This, if the news be true, is a very serious matter.如果消息属实，这可是一桩非常严重的事情。

③…so much so that he would happily come back for more.

“so much so that ”, a sentence pattern we’d better pay attention to, which means “to such an extend that”到这种程度以致……

e.g. We are very busy—so much so that we can’t manage to take a holiday this year.

III. Part three:

1.Questions for this part:

①Can you decide on which is better, the Chinese way or the American way?

②What is the ideal education system?

---- Possible answers of the Ss and T’s conclusion: There are some contrasting differences in education between China and American. Each has its own advantages and disadvantages; it is not easy to judge which is better. It would be ideal if we can strike a balance between the two. And now, there is a very popular idea among scholars that the perfect education system is the combination of the Chinese elementary education and the American higher education. A large number of distinguished figures have come out of the educational mode.

2. Language points in this part:

1) assuming that: 假设

Assuming that the proposal is accepted, where are we going to get the money?

2) worthwhile: worth doing, worth the trouble taken

High prices in that state make it worthwhile for people to drive to other states to do their shopping.

worthy: deserving (respect, admiration, support, etc.)

That new play is worthy of praise.

3) superior: better than average or than others of the same type (followed by to )/inferior

This western restaurant is superior to the one we went to last week.

4) Strike a balance between: 找到折衷的办法

It is difficult to strike a balance between loyalty and filial obedience.

3. T tells Ss that there are many ways of concluding an essay, such as a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments etc. In this text, the author concludes by making a suggestion in the form of a question.

III. Assignments:

1. review Text A, and try to summarize it with the following works and expressions: assist, insert,

explore, priority, hold one’s hand, foster, creativity, on one’s own, strike a balance.

2. finish all the after-text exercises, esp. structure, cloze and translation.

3. preview Text B and try to figure out its structure.

Third Period (90minutes)

I. A brief summary of Text A (5m):

Through a common occurrence that any hotel staff near Benjamin would like to assist him to insert the hotel door key into the slot, the author explores the difference in child education between

China and America: Chinese people give priority to the acquisition of basic skills, therefore they teach children by holding their hands. On the contrary, attaching importance to the fostering of creativity, the Americans encourage children to learn on their own. The author thinks the two ways reach almost the same point, so it would be better to strike a balance between the two.

II. Dictation of some key phrases in Text A:

lack of initial success, on occasion, neglect our parental duties, throw light on Chinese attitude toward creativity, make up for a misdeed, creative solutions, in retrospect, well-intentioned Chinese observers, a reversal of priorities, exaggerate creative breakthroughs, previous achievements, make an exception, a striking contrast, be superior to

III.T guides Ss through several after-text exercises.

IV. Text B

1.Warming-up exercise:

Discussion: 1) Have your parents ever help you open any savings accounts?

----Yes: Do you like it? Why?

----No: In what way did your parents teach you something about money?

2.Introductory remarks:

Somewhere in life when children are growing up, parents would realize that it is high time that children were taught something about money. To be exact, children’s appalling spending behavior awakens, reminds, urges parents to take prompt actions. In other words, the real purpose of doing so is not so much an encouragement of saving as prevention against consumption. But so many parents failed in financial education for their children, why? And what is the best way to do it? Let’s see how the Bank of Dave succeeded in turning children into keen savers.

3.Text organization and main idea of each part:

Part One: (Para.1-3): Wrong practice and its main defect of parents’ financial education.

Some parents are usually to open a savings account to take care of the no small pocket money. Though children are attracted at first by the notion that bank will pay them for doing nothing, their enthusiasm soon disappears when they come to realize that the interest gains are marginal, and parents practically deny them access to their money under the pretext of future unexpected need or college education. In children’s logic, a savings account is nothing but a black hole that swallows their birthday checks.

Part Two: (Para.4-7): The Bank of Dave has been managed successfully and the children benefit a lot from it.

The Bank of Dave turned out to be a great success in teaching kids how to control over their money, and worked wonders with my children ― keen savers now, wise spending choice makers. Because their accounts are at their disposal, they develop a feeling that their accounts belong to them, thus they are motivated to save more for themselves. Our trip to Martha’s Vineyard suffice to prove the effect of my program― my son knew how to spend, and had become a shrewd money manager of their own finances.

Part Three:(Para.8) Advice on kids’financial education ―give them enough leeway, make saving seem fun.

When parents’ efforts at financial education proved in vain, it’s usually because they failed to give children enough leeway, thus made saving seem painful and dull. Money is fun and it’s almost entirely self-evident. Children, instinctive capitalists, are quick to learn to adopt a long-term perspective on money matters if encouraged by short-term incentive for doing so.

V. Assignments:

1. read Text B carefully and try to finish comprehension exercises on p.25-26 of the textbook.

2. get familiar with the new words and phrases of Text B and try to finish the Language Practice.

3. try to give a brief summary of Text B.

Fourth Period (90 minutes)

I. Study Text B in detail:

Part one (Para.1-3):

https://www.sodocs.net/doc/8310105789.html,nguage Points:

1)saving accounts/principal/ interest rate/compound interest:储蓄帐户/本金/利率/复利

2)furthermore/what’s more/ in addition/besides

3)intend: have inn mind as a purpose or plan

e.g. The dictionary is intended for the beginners.

*intention/ intension

4) access: way to a place; right, opportunity or means of reaching, using or approaching

e.g. Students must have access to good books.

2. Questions for understanding this part:

1) What’s the most parents’ method to teach their kids about money?

They usually begin by opening savings accounts.

2) What’s the kids’ attitude towards this method?

They are attracted at first, by their enthusiasm disappears later.

3) According to the author, what are the defects in this kind of method?

--the interest rate is tiny

--the kids have no access to their principal

--there’s nothing in them for the kids

--their consumption is prevented, and their resources are locked up.

3. Yes/No questions for this part:

1) The real reason many parents want their children to save is to help them pay their way through college. ( No )

(hint: Line3-4 of Para.3: “the true purpose…to prevent consumption”)

2) At the time this was written, banks were paying interest at 3%. (Yes)

(hint: Line 8-9 of Para. 2)

Part two-three (Para.4-7, Para.8):

1. Language Points:

1) deposit/allowance/withdrawal/saver/change/credit:存款/零花钱/取款/储户/零钱/存入（帐户）

2) protest: express strong disagreement or disapproval about (sth.)

e.g. The tourists protested about the bad service at the restaurant.

3) end up (doing sth): find oneself in a situation that is not intended or expected

e.g. After working her way around the world, Helen ended up teaching English in China.

4) undoubtedly: certainly

e.g.: There will undoubtedly be trouble with the unions if the union leader is dismissed.

5) adopt: A. take and use as one’s own/ B.take (sb) into one’s family, esp. as a son or daughter.

e.g. A. They adopted our methods.

B. As they had no children of their own, they adopted an orphan

adapt: make suitable for a new situation

2. Questions for understanding this part:

1) What’s the author’s method to teach his kids about money?

He started his own bank called First National Bank of Dave, and set up an account for each child.

2) What’s the effect of this bank?

It instantly turned the children into keen savers,

3) What are the advantages of this bank?

--the interest rate is rather attractive: 5% a month

--withdrawals are allowed at any time

--printed statements are provided on demand

-- it helps them become rational consumers (because any money they spend starts out as theirs, they think twice before throwing it away).

4) What’s the author’s advice on kids’ financial education?

Give the kids enough leeway, and they will quickly become shrewd managers of their own finances.

3. Yes/No questions for this part:

1) Owen suggests others might find his bank attractive because it offers a good interest rate ( Yes ) (hint: Line1 of Para.6)

2) We can infer from the essay that Owen has no daughters. (No)

(hint: my two children…my son)

3) Owen felt that his son’s purchase was money well spent. (Yes)

(hint: the last two lines of para.7)

4)The way to make children careful with their money is to explain its value to them (No.) (hint: Line 1-2 of Para. 8)

II. Brief Summary of Text B:

It has always been a problem for parents to teach their children to appreciate the value of money. The author had accomplished the goal by opening a bank at home with high interest rate. This attracted his children and made them feel that their accounts belonged to them. As a result, the children thought twice before spending money and tried to get good value from the spending.

III. T guides Ss through the after-text exercises.

IV. Theme-Related Language Learning: Using comparison and contrast in essay writing What to choose for comparison: the most significant points that would support the central idea in your essay.

How to organize your essay: point-by-point method & one-side-at-a-time method (these two methods have been illustrated well in Text A, T may guide Ss to recall the corresponding details).

V. Assignments:

1. write an essay entitled How I Learn at College, and the following points should be covered :

1) How you learned at high school

2) How you learn at college

3) Why you learn the way you do

Ss are supposed to use comparison and contrast in this essay.

2. preview Text A of Unit 2.

新编大学英语综合教程1-unit4

Unit 4 Fresh Start In-Class Reading Fresh Start 新的开端 1当我父母开车离去，留下我可怜巴巴地站在停车场上时，我开始寻思我在校园里该做什么。我决定我最想做的就是平安无事地回到宿舍。我感到似乎校园里的每个人都在看着我。我打定主意：竖起耳朵，闭上嘴巴，但愿别人不知道我是新生。 2第二天早上我找到了上第一堂课的教室，大步走了进去。然而，进了教室，我又碰到了一个难题。坐哪儿呢？犹豫再三，我挑了第一排边上的一个座位。3“欢迎你们来听生物101 课，”教授开始上课。天哪，我还以为这里是文学课呢！我的脖子后面直冒冷汗，摸出课程表核对了一下教室——我走对了教室，却走错了教学楼。 4怎么办？上课途中就站起来走出去？教授会不会生气？大家肯定会盯着我看。算了吧。我还是稳坐在座位上，尽量使自己看起来和生物专业的学生一样认真。 5下了课我觉得有点饿，便赶忙去自助食堂。我往托盘里放了些三明治就朝座位走去，就在这时，我无意中踩到了一大滩番茄酱。手中的托盘倾斜了，我失去了平衡。就在我屁股着地的刹那间，我看见自己整个人生在眼前一闪而过，然后终止在大学上课的第一天。 6摔倒后的几秒钟里，我想要是没有人看见我刚才的窘相该有多好啊。但是，食堂里所有的学生都站了起来，鼓掌欢呼，我知道他们不仅看见了刚才的情景，而且下决心要我永远都不会忘掉这一幕。 7接下来的三天里，我独自品尝羞辱，用以果腹的也只是些从宿舍外的售货机上买来的垃圾食品。到了第四天，我感到自己极需补充一些真正意义上的食物。也许三天时间已经足以让校园里的人把我忘在脑后了。于是我去了食堂。 8我好不容易排队取了食物，踮脚走到一张桌子前坐下。突然我听到一阵熟悉的“哗啦”跌倒声。抬头看见一个可怜的家伙遭遇了和我一样的命运。当人们开始像对待我那样鼓掌欢呼的时候，我对他满怀同情。他站起身，咧嘴大笑，双手紧握高举在头顶上，做出胜利的姿势。我料想他会像我一样溜出食堂，可他却转身重新盛一盘食物。就在那一刻，我意识到我把自己看得太重了。

全大学英语综合教程第二版课题答案全集

【一】全新版大学英语综合教程1课后题 Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ.1. …down back and on in 2. been assigned to the newspaper’s Paris office. so extraordinary that I didn’t know whether to believe him or not. clear image of how she would look in twenty years’ time. the command the soldiers opened fire. bikes we’ll keep turning them out. 3. , rigid, to inspire tedious, What’s more, out of date ideas , career, avoid showing, hardly hold back Ⅱ. violating Ⅲ. , in upon Comprehensive Exercises Ⅰ. Cloze 1. back

and on out/in 2. Ⅱ. Translation 1. 1.As it was a formal dinner party, I wore formal dress, as Mother told me to. 2.His girlfriend advised him to get out of/get rid of his bad habit of smoking before it took hold. 3.Anticipating that the demand for electricity will be high during the next few months, they have decided to increase its production. 4.It is said that Bill has been fired for continually violating the company’s safety rules. /Bill is said to have been fired for continually violating the company’s safety rules. 5.It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a severe water shortage. 2. Susan lost her legs because of / in a car accident. For a time, she didn’t know how to face up to the fact that she would never (be able to) walk again. One day, while scanning (through) some magazines, a true story caught her eye /she was attracted by a true story. It gave a vivid description of how a disabled girl became a writer. Greatly inspired, Susan began to feel that she, too, would finally be bale to lead a useful life. Unit 2 Friendship I. Vocabulary 1. Fill in the gaps with words or phrases given in the box. 1) absolutely 2) available

全新版大学英语综合教程2课文原文及翻译

One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

新编大学英语综合教程3第三版unit9music

1. Complete each of the following sentences with an appropriate form of the word in brackets. 1. (attention) Correct answer inattention 2. (qualify) Correct answer qualified Correct answer Navigation 4. Correct answer participants 5. Correct answer unconscious 6. Correct answer competence 7. Correct answer inequalities 8. morning. (request) Correct answer

requested 9. Correct answer varied 10. Correct answer partners 2. Fill in each of the blanks with an appropriate preposition or adverb. 11. Correct answer in 12. Correct answer of 13. Correct answer to 14. accident. Correct answer at 15. Correct answer beyond 16.

Your answer Correct answer from from 17. Your answer Correct answer to to 18. Your answer Correct answer on on 19. Your answer Correct answer in in Your answer Correct answer On On 3. Complete each of the following sentences by choosing the best answer from the choices given. 21. The buses, ___________ were already full, were surrounded by an angry crowd. A. most of which B. both of which C. few of them D. those of which 22. There's only one man ____________ the job. A. qualified for

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全新版大学英语综合教程1(第二版)答案

Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ. 1. 1.has been assigned to the newspaper’s Paris office. 2.was so extraordinary that I didn’t know whether to believe him or not. 3.a clear image of how she would look in twenty years’

time. 4.gave the command the soldiers opened fire. 5.buying bikes we’ll keep turning them out. 3. 1.reputation, rigid, to inspire 2.for 3.of 4.with 5.as

6.about 7.to 8.in, in 9.from 10.on/upon 2.surprise 3.pulled 4.blowing 5.dressed

6.scene 7.extraordinary 8.image 9.turn 10.excitement company’s safety rules. 5.It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a