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21世纪大学实用英语教案第二册 Unit3

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Unit1-main1

I. Objectives

II. Suggested Teaching Plan

III. Background Information

IV. Class Presentation

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Unit1-main2

Part I Listening

Part II Reading

Part III Speaking

Part IV Translation & Writing

Part V Time to Relax

Video Exercises

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Objectives

I. Objectives

After studying this unit, the students are expected to

1. have listening and speaking practices to learn how to

live up to their potential and acquire the theme-related

expressions and their functional structures;

2. understand the main idea of Text A and Text B, master

the useful sentence structures, words and expressions

found in the relevant exercises of the texts;

3. know how to use parallel structures to add balance,

rhythm and clarity to the sentences;

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Objectives

I. Objectives

4. be able to read a passage about how to advertise on a website;

5. be able to write a letter of accepting/declining an offer.

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II. Suggested Teaching Plan for Unit 1 II. Suggested Teaching Plan for Unit 3

Time Contents

Plan

1 period Theme-

Listening Sections 1 & 2

To start the new unit, the teacher

A. plays the short talk once before handling Useful Language in a unique way, e.g., asking students to read them loud in class;

B. plays the short talk once more, or twice more if

necessary, and asks class to complete the

summary as required;

C. has a brief discussion with the students on the

summary of the short talk;

D. plays the talk again with an emphasis on details

so that students can fill in the blanks of the text. Sections 3 4 & 5

A. keeps the theme in mind while making a

transition from the short talk to the two dialogues;

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Objectives3

B. handles Useful Language in a unique way, e.g., asking students to come up with their

own equivalents to replace the items in the box; C. plays the first dialogue once, or twice if

necessary, and asks students to do the T/F exercise as required to explore the main idea; D. plays the first dialogue once more for the

details so that students will have no trouble answering the questions;

E. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises; F . checks the answers in a meaningful way, e.g., putting the key word effort on the chalkboard, encouraging the students to around it with the relevant information from the dialogue. Theme- related Listening

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Time Contents Plan

Objectives3

Time Contents Plan

Review of

Theme-

Listening

Sections

3 periods

Review

The teacher

A. has a brief review of what students have

learned in the first period of listening

practice;

B. makes a meaningful transition to Text A.

Starter

After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher

Text A &

Text-related

Exercises

A. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty

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Objectives4

Time

doing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.

B. gives the students 10 minutes to read Text

A and find out the cause of the problem for the

car in the story and asks them to tell what

lessons can be drawn from the story.

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Objectives5

Time Contents Plan Contents Plan

Text A

The teacher

A. discusses the whole text with the students;

B. guides the students through the exercises, focusing on certain items or leaving some

exercises as the students ’

homework according to the students ’ levels. The teacher

A. asks the students to go over the text and do the multiple choice questions about it;

B. while discussing the text with the students, calls the students ’ attention to the use of parallel structures and their functions;

C. lets the students do the vocabulary and language use exercises either in class or after class. 1.5 periods Text B & Text-related Exercises

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Objectives5

0.5 period

Practical Reading

The teacher

A. explains the passage about how to advertise on “Paperboy;”

B. gives the students 5 to 10 minutes to do the exercise. 1 period Speaking The teacher

A. fully understands what the exercises are intended to do;

B. in Ex. 1 initiates a discussion on each statement of the list to ensure a better understanding on the part of students, and then help students know what two categories are before they do the exercises as required;

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Objectives6

Time Contents Plan

C. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script used by turns or with it completely free;

D. in Ex. 2 has a brief review of the core theme of Text A to elicit the important statement: I am possible, and then asks one student to read loud the example monologue before encouraging some students to carry out the task. Translation and Writing, Time to Relax & Workbook 1 period The teacher

A. leaves the sentence translation exercise as the students ’ homework;

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Objectives7

Time

Contents Plan

Time Contents Plan

B. tells the students how to write a letter of accepting/declining an offer by doing the first exercise in Practical Writing, and then requires them to do the next two exercises after class;

C. plays the record of the story “Blue Suit

”

in class and lets the students work out what makes the problem- solving humorous (This can be done as students ’ homework if there isn ’t much time left in class); D. if possible, plays the video in the

Workbook in class and lets the students do the exercise based on the video.

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III. Background Information1

General Motors 通用汽车

General Motors is an American multinational automaker based in Detroit, Michigan and the world ’s second largest automaker. Founded in on Sept. 16, 1908, GM now

employs 209,000 people in every major region of the world and does business in some 157 countries. General Motors produces cars and trucks in 31 countries, and sells and services these vehicles through the following divisions: Buick, Cadillac, Chevrolet, GMC, Opel, Vauxhall, and Holden. GM ’s OnStar subsidiary(子公司) provides vehicle safety, security and information services.

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III. Background Information1

Pontiac 庞蒂亚克

Pontiac was an automobile brand that was established in 1926 as a companion make for General Motors’Oakland. Pontiac was sold in the United States, Canada, and Mexico by General Motors (GM). Pontiac was relatively more popular in Canada, where for much of its history it was marketed as a low-priced vehicle.

On April 27, 2009, amid ongoing financial problems and restructuring efforts, GM announced it would discontinue the Pontiac brand by the end of 2010 and focus on four core brands in North America: Chevrolet, Cadillac, Buick, and GMC. The last Pontiacs were built in late 2009, with the final dealer franchises expiring October 31, 2010.

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III. Background Information1

Dessert 甜点

In Western culture, dessert is a course that typically comes at the end of a meal, usually consisting of sweet food. The word comes from the French language as dessert, “to clear the table”and “to serve.”Common desserts include cakes, cookies, pastries, ice cream, pie, and candies. Fruit may also be eaten with the dessert.

The word dessert is most commonly used for this course in U.S., Canada, Australia, New Zealand and Ireland, while sweet and pudding may be alternative terms used in the UK and some other Commonwealth countries, including India. In England, the term pudding is usually used among the upper and upper-middle classes, with dessert only used if the course consists of fruit or sweetmeats, after the cheese and biscuits course.

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Part I Listening

Listen to the upcoming short talk and fill in the blanks in

the summary below with two or three words.Getting to know the following useful language first might be helpful.

Useful Language

abbreviation / / n. 缩写

intend / / vt. 意欲

critically / / ad. 批判地

tough / / a. 艰难的

seemingly / / ad. 看来似乎

challenge / / n. 挑战

solution / / n. 解决方法

hows and whys 缘由，道理

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Script

PBL is intended to train students to be 1) . To be a problem solver is to learn how to raise a question,

how to use information, how to 2) , and how to

make a decision. Of course, it is not easy to a problem solver.

But it is no good to say something is impossible without 3)

, even though it can seem so at first. Only

when you give yourself completely 4) is

nothing impossible.

problem solvers

________________

think critically

_____________

making an effort

________________

to the possible

_______________

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Script:

Hello class,

Does PBL ring a bell? It is an abbreviation for problem-based learning, an education model that intends to train students to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving a particular problem. Do you think this is what is supposed to be happening at college? Or is the goal to stay passive receiving knowledge from the instructor all the time?

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Of course, it is not easy to be a problem solver. A particular problem can be difficult and tough, at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer the greatest opportunity. So don’t just say something is impossible without making an effort. Give it a try and you might find out you can go much farther than you expected.

In short, there’s no way to get to solutions without first exploring the hows and whys of the problem. What happens happens for a reason. Only when you are open to

the possible is nothing impossible.

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Objectives22

Listen to the short talk again and fill in the blanks below with the missing words. 2

Hello class,

Does PBL ring a bell? It is an abbreviation for 1)

, an education model that intends to 2) to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving 3) . Do you think this is what is supposed to be happening 4) ? Or is the goal to 5) receiving knowledge from the instructor all the time?

problem-based learning ________________________ train students ______________ a particular problem ___________________ at college stay passive __________ _____________

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Objectives23

Of course, it is not easy to be a problem solver. A particular problem can be 6)

, at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer 7)

. So don’t just say something is impossible without 8)

. Give it a try and you might find out 9)

much farther than you expected.

In short, there’s no way to get to solutions without first exploring the 10)

of the problem. What happens happens 11) . Only when you are open to the possible is 12)

difficult and tough

_________________

the greatest opportunity

_______________________

making an effort

_________________

you can go

___________

hows and whys

________________

for a reason

_____________

nothing impossible

___________________

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Objectives24

Martin and Lisa are talking about possibility and impossibility. Listen to their conversation and then decide whether the conversation-based statements below are true(T)or false(F). Getting to know the following useful language first might be helpful.

Useful Language

negative / / a. stuck / / a.

belief / / n. The point is simply that … Couldn ’t have said it better.

billboard / / n. You betcha! 否定的；消极的被困住信念

其要点是…… 说得太好了。 (户外) 广告牌那还用说!

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Objectives25

Script:

1) According to Lisa, it is impossible to make some

things possible.

2) As Martin says, it is your attitude and effort that

cause you to make something possible.

3) Both Martin and Lisa believe there is possibility in

every impossibility.

_______

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Script:

Martin: What do you mean when you say, “when you are open to the possible, nothing is impossble”?

Lisa: I mean we ourselves make things possible by our

attitude.

Martin: All depends on our attitude and effort?

Lisa: Exactly. On whether we are ready and available for

the new, not negative and stuck. That’s our belief in

possibility.

Martin: Ah, I think now I understand better what you mean when you say only when you are open to the possible

is nothing impossible.

Lisa: The point is simply that there is a possibility in every

impossibility.

Martin: And when you let go of what seems impossible, the

possible arrives, right?

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Lisa: Couldn’t have said it better myself.

Martin: Really?

Lisa: Yeah. Hey Martin, read that billboard over there!

Martin: You mean “NOTHING IS IMPOSSIBLE”?

Lisa: Right. Do you see what I see? The words “I’m

possible”inside the word “Impossible”! Isn’t that

funny? Sort of like if you just look at something a little

differently what looked impossible suddenly becomes

possible!

Martin: Wow, that’s cool! You’ve got x-ray vision! You can do

anything!

Lisa: You betcha! I’m…possible!

Martin: Come to think of it, didn’t Adidas run an ad campaign

along those lines?

Lisa: Probably. As you know, great minds think alike!

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Listen to the conversation again and then answer the following questions.

1) What does Lisa mean when she says “be open to the

possible”?

2) What does Martin better understand now?

3) What point is Lisa trying to make?

She means that if you are positive and don’t jump to negative conclusions, solutions arrive.

_______________________________________________________________________ _________________

The statement: Only when you are open to the possible is nothing impossible.

_______________________________________________________________________ _____

There is a possibility in every impossibility.

__________________________________________

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4) What does Lisa say about attitude and effort?

5) What does the billboard read?

We have to be ready and available for the new, not negative and stuck.

_____________________________________________________________________

It reads: NOTHING IS IMPOSSIBLE.

____________________________________

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Lisa and Martin are talking about effort and success. Listen to their conversation,and then answer the questions below by choosing the best response.Getting to know the following useful language first might be helpful.

Useful Language

saying / / n. 格言

on the mark 说到点子上,中肯的,切题的Nothing could be any truer. 千真万确。

patent / , / n. 专利sweat /swet/ v. (使)出汗

Script:

21世纪大学英语应用型综合教程一-1-5章课后题答案

英语课后题复习资料 Unit 1. 一． flexibility duration option definitely actually ignore convince survive 1.Economic crises destroy the capitalist system,and they grow in size and duration. 2.Stability also depends upon the flexibility of the local economy. 3.He was sentenced to do hard labor without the option of a fine. 4.She states her views very definitely. 5.Did he actually say in so many words that there was no hope of a cure? 6.The baby felt ignored by her parents. 7.You need to convince the employers that you can do the job. https://www.wendangku.net/doc/6f2510912.html,panies will have to do more than this if they are to survive the earthquake.

二． 1.I only cautht a glimpse of him sitting in the car (瞥见他坐在车里),so I can’t tell exactly what he looked like. 2.They are seeking/searching for(寻求新的机会) to reach their final goals. 3.It happened without my being aware of it(在我不知不觉中). 4.We are/get involved in different activities(投入到各项课外活动中) on campus. 5.Some guys always do everything as they like,that ignore the feelings of others(却忽视了别人的感受) . 三． 1.你的老师在评卷的时候会把你生病的情况考虑在内。 Your teacher will take your illness into consideration when marking your exams. 2.因为他总是轻信别人，所以很容易受伤。 He is likely to be hurt because he always believes/trusts others easily. 3.他的肤色跟他是不是好律师无关。

21世纪大学英语第2册课后翻译标准答案

21世纪大学英语第2册课后翻译答案【Unit1】 1、老伴60多岁中风去世时，那位72岁的退休教授不胜悲痛。无人依靠的生活对他来说将是非常困难的。 When his wife died of a stroke in her sixties the 72-year-old retired professor was overwhelmed by grief. Life would be too difficult for him without anybody to rely on. 2、两位业余画家上个月在伦敦举办了一次个人画展。许多人前去参观，其中包括一些著名的专业画家。 Last month two amateur painters held an exhibition of their pictures in London. Many people went to see it including a few celebrated professionals. 3、当20世纪80年代中期，7名宇航员在“挑战者”号的灾难中遇到困难时，全世界一下子陷入了震惊与悲痛之中。

When seven astronauts died in the Challenger disaster in the mid-1980s it plunged the whole world into shock and grief. 4、在结束了其第二届首相任期之后，她仍积极参与政治事务。当政府遇到困难时，她屡次前来帮忙。 After completing her second prime ministry she remained actively involved in political affairs. She came to the rescue several times when the government was in difficulty. 5、大选失败之后，史密斯博士隐退到一个小村庄，在那里尝试工作。After his failure in the election campaign Dr. Smith retired to a small village where he tried his hand at farming. 6、只要你一辈子不停地努力工作，你在回忆里往事时就会感到心满意足的。 As long as you keep working hard all your life you will recall your past with a glow of satisfaction.

21世纪大学英语读写教程第2册答案

21世纪大学英语读写教程第二册课后答案第一单元 Text Comprehension II． 1.It was a military campaign in which many soldiers died.The effects on Churchill were()he lost his political position and he was overwhelmed with grief. 2.He felt so inspired to paint that he was distracted from his personal problems. 3.His sister-in-law’s painting inspired him to try his hand at it;his wife rushed out to buy all the materials he would need;and the wife of Sir John Lavery helped him overcome his fear of the blank canvas. 4.The blank whiteness of the canvas made him feel he didn’t know where to begin.This nervousness was not typical of Churchill,who was known publicly as a brave and strong-willed person. 5.Churchill was comparing the canvas to an opponent in a fight,and he could now see that he need not fear his“adversary”. 6.He meant that Churchill would have been a great painter,just as he was a great politician. 7.It was his great comfort when the death of his mother was followed quickly by the death of his daughter. 8.Because the judges suspected that it was not painted by an amateur;they were later surprised and delighted because Churchill was not just a famous political figure but also a talented untrained artist.

21世纪大学英语教案第三册unit7

Unit 7 T ext A So What’s So Bad About So-So? I. T eaching Objectives: 1. To make clear the writer’s purpose to write the text and the ideas about the pleasures of doing something badly now and then. 2. To grasp the key words and phrases. 3. To master the skills of writing and reading in this unit. 1)To introduce a thesis with the specific-to-general structure. 2)To understand idiomatic expressions. II. Teaching Content 1. Lead-in Activities 2. Text Organization 3. Skill Learning in Writing and Reading 4. Language Points( key words, phrases and difficult sentences) 5. Grammar Focus (phrases as far as…be concerned & it’s time it’s high time) 6. Guided Practice (exercises, oral practice and group work) III. Teaching Process 1. Warm-up Questions (based on the listening material) 1)which sport is it about? Compare your equipment list with the equipment mentioned on the tape. 2)What attracts you to the activities that you enjoy in your spare time? 3)How important is it to you to “ do them right”? 2. T ext Organization Part I (Paras.1-4) (From one specific example of the author’s poor piano playing, the author introduces the general thesis:) In the competitive world today, we should be “experts” even in our hobbies.(What about the author’s own point of view?) Part II (Paras.5-9) The author gives five more examples to illustrate that this thesis has been widely accepted .Part III (Para.10) The terrible result this thesis leads to. (What’s the result?) Part IV (Paras.11-12) The author states her position: It’s time we put a stop to all this. 3. Skill Learning in Writing and Reading 1) The specific-to-general structure (take Text A for example) The author starts with a specific example (her bad piano-playing); She then moves to a more general statement about herself; And this leads to her general thesis. 2) Understanding idiomatic expressions To hypothesizing the meaning of idiomatic expressions with the context clues ― examples, explanations, contrasts or parallel phrases. 4. Language Points 1) the other afternoon— on the afternoon a few days ago (para.1) Also: the other day (para.7), the other morning, etc.

21世纪大学英语教程第一册01 - 网络英语教材

Unit 1 Text A Listening First Listening Before listening to the tape, have a quick look at the following words. grade 分数 concentrate 全神贯注 schedule 时间表 pressure 压力 selectively 有选择地 relevant 有关的 skip over 跳过;略过 approach 方法 Second Listening Listen to the tape again. Then, choose the best answer to each of the following questions. 1. The purpose of this listening passage is ____. A) to describe college life B) to give advice for college success C) to warn against being lazy at college D) to increase college enrollment（入学人数） 2. According to the listening passage, the most important key to getting good grades at college is _____. A) asking questions in class B) doing assignments ahead of time C) working as hard as you can

21世纪大学英语第二册答案

第一单元 Text Comprehension II． 1. It was a military campaign in which many soldiers died. The effects on Churchill were () he lost his political position and he was overwhelmed with grief. 2. He felt so inspired to paint that he was distracted from his personal problems. 3. His sister-in-law?s painting inspired him to try his hand at it; his wife rushed out to buy all the materials he would need; and the wife of Sir John Lavery helped him overcome his fear of the blank canvas. 4. The blank whiteness of the c anvas made him feel he didn?t know where to begin. This nervousness was not typical of Churchill, who was known publicly as a brave and strong-willed person. 5. Churchill was comparing the canvas to an opponent in a fight, and he could now see that he need not fear his “adversary”. 6. He meant that Churchill would have been a great painter, just as he was a great politician. 7. It was his great comfort when the death of his mother was followed quickly by the death of his daughter. 8. Because the judges suspected that it was not painted by an amateur; they were later surprised and delighted because Churchill was not just a famous political figure but also a talented untrained artist. 9. No, she considers that decade an artistically fruitful one. 10. He meant that painting was like a friend who never betrayed or abandoned him. This seems to suggest that he often felt lonely, misunderstood and/or disappointed in his relationship with other people. V ocabulary III. 1.artistic 2.overcome 3.infinite 4.plunged 5.mission 6.camgpain 7.revived 8.distract 9.accustomed 10.retreat 11.precaution 12. disastrous IV. 1. delighted with 2. bore fruit 3. kept Clementine company 4. rely on 5. take refuge 6. awaken people to 7. pay the price 8. chanced upon; dated from 9. tried his hand at 10. fell upon; came to her rescue Word Building V. 1. broadens the mind 2. weakened 3. sweeten Diet Coke 4.hardens 5. strengthen 6. deepen your understanding of the course materiall 7. sharpen the kitchen knives 8. reddened 9. brighten; quickens 10. lightened VI. 1. lucky 2. wealthy 3. tasty 4. icy 5. wavy 6. smelly 7. sleepy 8. noisy (smelly is also plausible) 9. healthy 10. sunny Structure VII. 1. Amazed at the great changes that are taking place in shanghai, many foreign visitors leave

21世纪大学英语教案第四册unit5

Unit 5 T ext A Prison Studies I. T eaching Objectives 1. To understand the audio materials of this unit. 2. To grasp the key words, Phrases and structure. 3. To mast the skills of writing and reading in this unit. 1) understanding the writing skill of a personal narrative2) mastering the reading skill of skimming the text for main ideas, and reading the text carefully for the details. II. Teaching Content 1. Lead-in activities 2. Text Organization 3. Skill learning in writing and reading 4. Language points ( key words, phrases and difficult sentences) 5. Grammar Focus (The pattern may / might as well do sth.) 6. Guided Practice (exercises, oral practice and group work) 7. After-class Assignments III. Teaching Process 1.W arm-up Activity: Questions for Ss’ discussion: 1)What do you often do in your spare time? 2)What do you think of the role that reading plays in you life? 2.Text-organization Part I (Para1) Introduction: My profound knowledge is the result of my prison studies. Part II (Para 2-14) Main body: How I began my prison studies and how hard I kept it. Part III (Para 15-16) Conclusion: The prison studies is so significant that it has changed my life course forever. 3.Skill Learning in Writing and Reading Text A is an example of a personal narrative. Malcolm X is telling an important story from his own life, and he presents the events in the order in which they occurred. Malcolm X?s story is effective because it is centered around a theme - how his prison studies have changed his life by giving him a love of reading –and because it contains many details that let the reader vividly picture the experience he is describing. For example, to write a story of an important event from your own life. This could be an event from your personal life or an important event from your school career. Be sure to clearly describe the events and to include details which will let the reader know how you felt and why this event was important to you. 4. Language Points 1. Many who today hear me somewhere in person, or on television … will think that I went to school far beyond the eighth grade. –Many people who are actually present at my speeches somewhere or hear them on television these days… will think that I have got much more education than just eight years? schooling.

21世纪大学英语教程(第四册)Unit1课文原文

21世纪大学英语读写教程（第四册）Unit1课文原文《Who Is Great?》 Michal Ryan As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor. Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality? For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all. Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books. A lot of women achieved great things or were influential but went unrecognized." In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics. A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion." He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."

21世纪大学英语第二册 unit 3 整理

Unit 3 1.Conflict N.冲突，矛盾 ?Conflict between A and B A与B之间的矛盾 –宗教(religion)和科学之间的矛盾 The conflict between religion and science ?Be in conflict (with …) 有矛盾 –这两个政党(party)从选举(election)以来就一直有冲突。 The two parties have been in conflict since the election. ?武装冲突 This is a serious dispute and could lead to armed conflict. Vi. (同……) 冲突；(同……) 抵触 –英国的移民法与国际法有抵触么？ Do British immigration laws conflict with any international laws? ?互相矛盾的意见【建议、证词】 Conflicting opinions/ advice/ evidence ?We have planned an exciting publicity _B_ with our advertisers. A) struggle B) campaign C) battle D) conflict ?The test results are beyond _D_; they have been repeated in labs all over the world. A) negotiation B) conflict C) bargain D) dispute 2.Qualify Vt. & VI. (使)具有[取得]资格 ?Qualify sb. to do sth. 赋予(某人)做……的资格 –他所受的培训使他具有担任那项工作的资格。 His training qualified him for the job. ?Qualify (for/as) sth. 取得……的资格 –你有取得作为做一名教师的资格么？ Did you qualify as a teacher? Adj. qualified有资格的, 适合的, 胜任的 –他很适合担任那个职位。 He is well qualified for the position. N. qualification合格证书; 资格, 条件; 限制, 限定性条件; –杰克取得了行医资格证书。 Jack has obtained a medical qualification. –你有资格做这份工作。 Y ou have all qualifications to do the job. –该合同对双方都提出了几个限制性条件。 The contract has several qualifications for both parties. 3.Contract ?口头协定An oral (a verbal) contract ?违约，背约 A breach of contract ?婚约Marriage contract

21世纪大学英语2答案.doc

21 世纪大学英语 2 答案【篇一：《21 世纪大学英语》第二册课后翻译答案】 p class=txt>unit1 老伴60 多岁中风去世时，那位72 岁的退休教授不胜悲痛。无人依靠的生活对他来说将是非常困难的。 when his wife died of a stroke in her sixties, the 72-year-old retired professor was overwhelmed by grief. life would be too difficult for him without anybody to rely on. 两位业余画家上个月在伦敦举办了一次个人画展。许多人前去参观，其中包括一些著名的专业画家。 last month two amateur painters held an exhibition of their pictures in london. many people went to see it, including a few celebrated professionals. 当20 世纪80 年代中期，7 名宇航员在“挑战者”号的灾难中遇到困难时，全世界一下子陷入了震惊与悲痛之中。 when seven astronauts died in the challenger disaster in the mid-1980s, it plunged the whole world into shock and grief. 在结束了其第二届首相任期之后，她仍积极参与政治事务。当政府遇到困难时，她屡次前来帮忙。 after completing her second prime ministry, she remained actively involved in political affairs. she came to the rescue several times when the government was in difficulty. 大选失败之后，史密斯博士隐退到一个小村庄，在那里尝试工作。 after his failure in the election campaign, dr. smith retired to a small village, where he tried his hand at farming. 只要你一辈子不停地努力工作，你在回忆里往事时就会感到心满意足的。 as long as you keep working hard all your life, you will recall your past with a glow of satisfaction. 我们现在必须唤醒人们认识到环境保护的重要性。否则很快就为时太晚了。we must awaken people to the importance of environmental protection, or it will be too late. 那位官员因卷入一件政治丑闻而被撤职。如果早知会落到这般地步，他当初也许就会以不同的方式行事了。

21世纪大学英语2册unit 1教案

Unit One Test A Time-out Test B Ready, Set, Go – and Get There Practical Reading: Help Centre – After-sales Care Teaching Objectives From studying this unit, students are expected to 1. have listening and speaking practices to explore time management and acquire the theme-related expressions and their functional structures; 2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises; 3. know the structure of imperative sentences; 4. be able to read an after-sales policy; 5. be able to write a résumé cover letter. Difficult language points: 1. Learn how to use the structure “too...to” 2.Learn how to use imperative sentences Teaching Methods: Discussion, Exercise and Presenting Teaching Periods: 8 Periods Background Information: Personal Time Management Time management strategies are often associated with the recommendation to set personal goals. These goals are recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This process results in a plan with a task list or a schedule or calendar of activities. A task list (also to-do list or things-to-do) is a list of tasks to be completed, such as chores or steps toward completing a project. Task lists are often prioritized. An early advocate of “ABC” prioritization was Alan Lakein. In his system “A” items were the most important (“A-1” the most important within that group), “B” next most important, “C” least important. A particular method of applying the ABC method assigns “A” to tasks to be done within a day, “B” a week, and “C” a month. Basic Tips on Time Management for Students Every student spends a lot of time studying and almost every one of them would like their studying to be more efficient. Here are some basic tips to manage your time better when studying. Minimize Distractions Eliminate everything that might be a distraction in the area where you are studying. Make sure there’s nothing nearby that might be tempting. If you love surfing the net, turn off the internet while you study. If you are totally into video games, discipline yourself to only play them after you have finished your studying as a reward. Don’t put the video games anywhere near your study area.

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