全新版大学英语综合教程第二册教案

College English Integrated Course

Book Two Unit One

Ways of Learning

Text A Learning, Chinese-Style

Objectives:

1.grasp the main ideas(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 the unit. Teaching Procedures:

Pre-reading tasks

1.Teacher asks students the following questions. The first is based on the song teach Y our Children:

_According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)

_Can you guess what the theme of this unit, ways of learning, refers to?(Different people have different learning styles.)

2.Students listen to the following quotation from 《文汇读书周报》（2001年12月1日第一版，“自主

教育：‘管’还是‘不管’？”）, take some notes, and then T will invite some students to summarize in English how Chen Yuhua‘s parents handle her education.

(Possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don‘t expect to spoon-feed her with knowledge.)

3.Teacher may lead in to Text A by saying: As you may have noticed from the boo title《千万别管孩子——

自主教育哈佛启示》，Chen Yuhua‘s parents hold quite a western view on child education. They disagree with many other more traditional parents. In Text A, Howard Garnder made a detailed comparison between Chinese and Western attitudes toward learning.)

While-reading tasks

1.Skimming (15m)

1)Students skim Paras1-5 and be ready to answer the following questions:

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

_ Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff) _What is the attitude of the author and his wife toward Benjamin‘s efforts in inserting the key into the

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slot?(They let him explore and enjoy himself.)

_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)Teacher asks some student pairs to report to the class, one asking the above questions and the other

providing the answers.

3)Teacher tells students that there are many ways of introducing a topic (see Text analysis). Students will

decide which way is adopted by Howard Gardner.

2.Teacher explains language points from Para1 to para 5, and gives students practice (see Language

Study).(15m)

3.Teacher guides students through the directions for Text Organization Exercise2 and Writing Strategy. Then

students scan the first sentence of birth para6 and para7, and decide what method of comparison and contrast is used here (one-side-at-a-time method).(8m)

4.Teacher explains language points from para 6 to para 10, and gives students practice(see Language

study).(15m)

5.Students sum up the contrast between Chinese and Western ways to learn to fulfill a task ( the Chinese

show a child how to do something, or teach by holding his hand; the Westerners teach a child to rely on himself for solutions to problems).(5m)

6.Students scan from para 11 to para 13, then answer the following questions: (5m)

_Can you find words like ―Chinese ‖and ―Westerner‖ or ―American‖ or ―the West‖in each paragraph?

(yes)

_ What method of comparison and contrast is used here? (point-by-point method)

7.Teacher explains language points in these paragraphs and gives students practice (see language study)

8.students sum up the contrast between the Chinese and western attitudes toward creativity and basic

skills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; the Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)(5m)

9.Teacher explains language points in Para14 and gives students practice (see language study)(5m)

10.Teacher tells students that there are many ways of concluding an essay (see Text Analysis). Students

decide which way is used in this essay.(5m)

Post-reading tasks

1.Debate: Should we develop children‘s creativity first or train them in basic skills first?(30m)

1)Students divide into two groups, one taking the side of creativity first, another taking the side of basic

skills first.

2)In each group, Students further divide into smaller groups of three to four, brainstorming

arguments\examples\statistics\quotes\etc in support of their viewpoint, as well as those that could be used to refute the other side.

3)Debate begins, with Teacher acting as moderator.

2.Teacher guides students through several after-text exercises.(20m)

3.Teacher checks on Students‘ home reading (Text B).(3m)

4.Students do Par tⅣ: Theme-Related Language Learning Tasks.(1period)

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5.Teacher asks students to prepare the next unit: (2m)

1)do the pre-reading task

2)preview Text A

Text Analysis

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.

Text B of this unit, Children and Money. Begin with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important points is that you should learn to vary your own writing by adopting various types of topic introduction.

Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, ―a process filled with disappointments and reverses, but somehow we keep moving ahead.‖ In this text, Howard Garder makes a suggestion in the form of a question.

Cultural Notes

https://www.wendangku.net/doc/843096070.html,cation in the West: There is no common agreement in the West concerning the best method of

education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin‘s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.

Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neil. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far stricter, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.

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The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as math was concerned, a more teacher-centred method was more effective.

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.

Notes to Text A

Language points:

1.attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)

eg.: 1) Scientist discovered they could measure wind speed by attaching a wind meter to a kite and sending it up.

2) Attached to this letter you will find a copy of the document you asked for.

2.…to position the key just so: to position the key carefully to fit into the narrow key slot

3.not in the least: not at all

eg: 1) I am not in the least touched by the Marilyn Monroe kind of beauty.

2) Ann didn‘t seem in the least concerned about her study.

4.find one’s way: reach a destination naturally; arrive at

eg: 1) Shanghai is not an easy city to find your way around.

5．Phenomenon: (pl. phenomena) sth. That happens or exists and that can be seen or experienced Eg: 1) Hurricanes are a relatively common phenomenon in the Caribban.

2)Street-related illness is a common phenomenon in big cities.

3)Thunder and lightening are natural phenomena.

6.initial: of or at the beginning, first(adj. used only before n.)

eg: 1) If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.

2) Their initial burst of enthusiasm died down when they realized how much work the job involved.

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

Eg: 1) The professor was assisting his students to prepare their project.

2) The college student decided to assist the boy with his study.

8. insert: put, fit, place( in, into, between)

Eg: 1) Wait for a couple of minutes with your mouth closed before inserting the thermometer.

2) The doctor carefully inserted the needle into my left arm.

9. somewhat: to some degree, a little

Eg: It is reported that conditions in the village have improved somewhat since November.

___―Are you concerned about your exam results?‖

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___somewhat. ‖

10.await: (fml) wait for

Await is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖

Eg: 1) We must await the results of field studies yet to come.

2) After I sent the letter asking for a job, I had nothing to do but await the answer.

11. on occasion: now and then

Eg: 1) I was usually the only foreign participant, although on occasion I brought other Americans in as guests.

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

film.

12. neglect: give too little attention or care to

Eg: 1) He gave too much attention to his career, working long hours and neglecting his wife.

2) Their investment turned out to be a failure and the manager was accused of neglecting his duties. Cf: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happened

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

Eg: 1) Only a few people feel the debate about the cloning of human being is relevant to their daily lives.

2) While writing my term paper I was able to borrow all the relevant books from the school library. 14. investigate: try to find out information about (used in the pattern: investigate sth., investigate-wh –clause)

Eg: 1) Police are still investigating how the car accident happened.

2) we can assure you that your complaint will be fully and properly investigated.

15. exception: sb./sth. that a comment or statement does not apply to

Eg: 1) Normally, parents aren‘t allowed to sit in on the classes, but in your case we can make an exception.

2) We feel that all the students in this class, with one or two exceptions, support the educational

reforms.

16．On one’s own:①without anyone‘s help

Eg: 1) You needn‘t give me any help. I am able to manage on my own.

2) There are jobs your child can do on her own.

②alone

Eg: 1) the child was left on her own for own for hours as her mom had to deal with the emergency.

2) I'd rather not go to dance on my own. I do wish you‘d come with me .

17. accomplish: manage to do (sth.)

Eg: 1) Unless you practice you‘ll accomplish nothing.

2) Considering their capacity, the possibility of accomplishing the task is not high.

18. in due course: at the proper time; eventually

Eg: 1) Your book will be published in due course.

2) Be patient. You‘ll get your promotion in due course.

19. critical:① very important

Eg: 1) Environmentalists say a critical factor in the city‘s pollution is its pollution.

2) How well you accomplish this task will be critical to the success of your career.

②very serious or dangerous

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Eg: 1) In yesterday‘s car accident, ten people were killed and five people are still in a critical condition.

2) As the situation in Afghanistan became critical, the UN Secretary-General appointed a special

representative to tackle it.

20. principal: (rather fml) main, chief

Eg: 1) The couple‘s principal concern is to earn enough money to send their children to school.

2) Her principal interest in life was to be a world-renowned pianist.

n. The principal of a school or college is the person in charge of it.

Eg: 1) Complaints from the students began arriving at the principal‘s office.

Cf: principle( see Confusable Words)

21. make up for: repay with sth. good, compensate for

Eg: 1) I didn‘t travel much when I was younger, but I‘ m certainly making up for lost time now.

2) Her husband bought her a present to make up for quarreling with her the day before.

22. in retrospect: on evaluating the past; upon reflection

Eg: 1) The young man knew in retrospect that he should have married his first love Emily.

2) In retrospect, I wish that I had chosen biology as my major.

23. exteme: very great

Eg: 1) the girl were afraid of snakes and walked along the mountain trail with extreme caution.

n. the furthest possible limit, an extreme degree

eg: I know I always say that you eat too much, but there is no need to go to the other extreme.

( phrase: go to extreme: do sth. so much, state sth. so strongly, that people consider your actions unaccepetable and unreasonable

Eg: John went to such extremes to get his promotion that everyone at the office hates him now.

The film is not very good, but some critics have gone to extremes, saying it is the worst of the decade.)

24. performance: 1) the standard achieved by a person or group of people in carrying out a particular job or

activity

Eg: The athlete was awarded $10,000 for performance in the Olympics.

After several bad performances, the soccer team found their form again.

2) sth. performed in front of an audience, e.g. a play, a dance or other entertainment

Eg: Stevie Wonder fought back from the shadow of death and went on to give more performances.

His performance in the new production of Hamlet received much praise.

25．So much so that: to such an extent

Eg: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be“immature.”

Some parents spoil their children, so much so that they never ask them to do any studying.

26. continual: happening again and, repeated

Eg: The construction of the airport continued despite continual complaints from local residents.

Cf: continuous(see Confusable Words)

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

Eg: The new pension arrangements won‘t apply to people born before 1960

The advice given by the professor only applies to some of the college students.

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

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do sth.)

Eg: How many jobs had you applied for before you were offered this one?

We went to the sports club so often that we decided that we might as well apply to join.

28. work on/at: try hard to achieve or improve (sth.)

Eg: Sophia needs to work at/on her typing speed.

John came back ahead of time to continue working on his thesis.

29. priority:1) sth. that one must do before anything else.

Eg: Being a qualified teacher is her first priority.

Earning enough money to maintain his family is a high priority.

2) sth. that holds a high place among competing claims

Eg: The school will give priority to English and computer studies.

The proposals deserve support as they give priority to the needs of children.

30. evolve: (cause to)develop gradually (followed by into/from)

Eg: The story evolves into a violent tragedy.

Popular music evolved from folk songs.

As knowledge of genetic engineering evolves, beliefs change.

If you want to be a poet, you must evolve your own style of writing.

31. summarize: make a short account of the main points of (sth.)

Eg: Basically, the article can be summarized in three sentences.

The workers‘ demands can be summarized as follows: shorter hours and more pay.

32. contrast: compare (two people or things) so that differences are made clear (used in the pattern: contrast A

and /with B)

Eg: Carrie contrasted the situation then with the present crisis.

Students were asked to contrast Ernest Hemingway with Mark Twain.

n. action of contrasting

eg: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.

In contrast to the hot days, the nights are bitterly cold.

33. on the one hand … on the other hand: to introduce two contrasting circumstances

Eg: On the one hand her temper was likely to cause trouble, but on the other hand we needed her expertise.

34. promote: help to grow or develop

Eg: you don‘t have to sacrifice environmental protection to promote economic growth.

Regular exercise will help promote physical and mental health.

35. emerge: come out(followed by from)

Eg: The postman emerged from his van soaked to the skin.

The magician emerged from behind the curtain.

n. emergence (Tell the difference between emergence and emergency to Ss)

36. pick up: gain, learn

Eg: He picked up quite a lot of English during his one-year stay in America.

I had picked up a bit of data-processing from my son.

37. enormous: extremely large (same as huge, immense)

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Eg: Catherine inherited an enormous fortune from her parents.

The New Year‘s concert was an enormous success.

38. exaggerate: make (sth.) seem large, better, etc. than it really is

Eg: In her resume, she has clearly exaggerated her talents a little.

__ ―I am bleeding to death!‖

__ ―Don‘t exaggerate __ it‘s only a little cut.‖

Peter says he‘s seen ― Titanic‖ at least 20 times but I think he‘s exaggerating.

39. assuming (that): You use assuming that when you are considering a possible situation or event, so that you

can think about the consequences.

Eg: Assuming that we all work at the same rate, we should be finished by January.

Assuming that this painting really is a Van Gogh, how much do you think it‘s worth?

40. valid: based on truth or sound reasoning

Eg: They put forward many valid reasons for not building the skyscraper.

It is valid to consider memory the oldest mental skill.

Scientific theories must be backed up with valid evidence.

41. worthwhile: worth doing, worth the trouble taken

Eg: It might be worthwhile to consider buying an insurance policy.

A trip to the museum is always worthwhile.

Teaching is considered a worthwhile job.

Cf: worth

42. superior: better than average or than others of the same type (followed by to)

Eg: Long-term stock market investments have produces superior returns compared with cash deposits.

The woman was greatly superior to her husband in education.

This wine is far superior to the one we had last week.

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College English Integrated Course

Book Two Unit Two

Values

Text A The Richest Man in America, Down Home Objectives

Students will be able to:

1) understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to his team) and structure of the text;

2) appreciate the use of indirect description in portraying a person;

3) grasp the key language points and grammatical structures in the text;

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

Pre-reading tasks

1. T asks Ss the following questions on the recorded passage:

—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.) —How is the story related to the theme of the unit —values? (Abraham Lincoln regarded honesty as an important value.)

2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.

3. Rich people I know

1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.

2) In class, Ss form groups of three to four to share what they have collected.

3) Groups discuss what values these rich people hold dear.

4) Speakers for several groups report their discussion results to the class.

5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.

While-reading tasks

1. Text organization

1) T asks Ss to scan the text to see if there are any natural dividing lines separating it into parts. (The text can be divided into three parts. Between each part, there is a blank line.)

2) T draws Ss' attention to Text Organization Exercise 2, guides them through the directions, so that they can

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grasp the main function of each part.

3) Ss scan the text again to underline all the names mentioned and tell who these persons are. (They are: Jamie Beaulieu, waiter at Sam Walton's birthday party Jennie Baker, night manager at the local Wal-Mart Richard Hoback, Mayor of Bentonville, Arkansas Gordon Garlington, pastor of the local church John Marshall, local barber Jim V on Gremp, corporate affairs director Ferold F. Arend, retired president of Wal-Mart Jim Hendren, company lawyer also see Text Analysis)

4) Ss will notice that the text transits from Part II to Part III when the first corporate job — corporate affairs director — is mentioned.

2. T explains language points and gives Ss practice (see Language Study).

3. Finding synonyms or synonymous phrases for "down-home"

1) T asks some Ss to explain the title of Text A in their own words.

2) Ss work alone to find out synonyms or synonymous phrases for "down-home".

3) Some Ss report their findings to the class.

(Para 5 carry on like plain folks Para 6 folksy ways

Para 7 friendly, cheerful, a fine neighbor who does his best to blend in, never

flashy, never throwing his weight around

Para 11 not a front-page person)

4) T reminds Ss to vary their own writings by synonyms or synonymous phrases.

Post-reading tasks

1. Using indirect description in portraying a person

1) Ss complete Text Organization Exercise 2 and compare answers with each other.

2) T makes Ss think by asking Ss this question: How does the author reveal these character traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?

3) T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc. (see Text Analysis)

4) Ss work in pairs to find out examples of these methods.

5) Some pairs report their findings to the class.

6) T urges Ss to adopt these methods when describing a person.

2. T guides Ss through some after-text exercises.

3. T checks on Ss' home reading (Text B).

4. Ss do Part IV: Theme-Related Language Learning Tasks.

1) do the pre-reading task;

2) preview Text A.

Text Analysis

To make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.

Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author

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quotes not only Sam Walton himself, e.g. "The reason for our success... is our people and the way they're treated and the way they feel about their company. They believe things are different here, but they deserve the credit", but also his townsfolk and colleagues

The text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.

Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.

Jamie Beaulieu's anticipation and the reality he later found out form a contrast. It reveals Sam Walton's down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton's generosity.

Cultural Notes

1. Rolls-Royce:any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.

2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.

3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.

4. Ford Motor Company:a large US company that makes cars. It was established in Detroit in 1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.

5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by then-first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.

When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.

Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.

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Language Study

1. He imagined what surely awaited: He imagined what he was surely to see.

2. remote: far away in space or time

Examples: The supply of electricity to remote mountainous villages is one of the local development projects in Yunnan province. ' ? .

3. discount: amount of money which may be taken off the full price

Examples: Traditional retailers who've opened cyber stores may offer special discounts to online shoppers. Though online bookstores usually offer discounts, don't expect to save much.

4. It was nice, but no palace: The house was nice, but not luxurious.

5. Only in America can a billionaire carry on like plain folks...: It is only in America that a billionaire can live in the same way as ordinary people...

only: In writing and formal speech, you can put "only" at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or "be" followed by the subject of the main clause.

Examples: Only here was it safe to prepare and handle hot drinks.

Only then did Peter realize that he still hadn't phoned his mother.

Only when the injured limb is fully mobile will the runner be encouraged to re-strengthen it.

carry on: behave or conduct oneself in a specific way Examples: There's nothing unusual about them. They carry on just like everybody else.

He carries on as if he were a millionaire, spending money left, right and centre.

folk: people in general (You can refer to people as folk or folks.)

Examples: They got married and had kids and lived like other folks.

These are the folks from the local TV station.

get away with: do sth. wrong or risky without being caught or punished

Examples: They claimed that they knew how to play the system and get away with it.

Eric has been getting away with tax fraud for years.

6. bird dogs: dogs which hunt birds

7. local: of or for a particular place

Examples: The plane was to take off at 6 a.m. and land at 7 a.m. local time.

Three-quarters of the investment needed to host the Olympics would be borne by central and local government.

8. treatment: the way you deal with sb. or behave towards them (followed by of)

Examples: Like everyone else, I resent his cruel treatment of his old father.

The old woman suffered from bad treatment at the hands of her sons. None of them were willing to take care of her.

9. by/from all accounts: according to what everyone says

Examples: Tom, by all accounts, is a superb teacher.

The Chinese football team will play the Koreans tonight. It should be a match worth watching, by all accounts.

10. cheerful; (of sb.) happy in a lively, energetic way; (of sth.) making you feel happy

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Examples: One of the reasons why she is successful is that she is able to remain cheerful in a crisis.

They are both very cheerful in spite of their colds. The kindergarten is bright and cheerful, with plenty of toys.

I like songs with cheerful tunes.

11. blend in/into: If sb. blends into a particular group or situation, or if they blend in, they seem to , belong there or are not noticeable, because their behavior is similar to that of the other people involved, (used in the patterns: blend in; blend into sth.; blend in with sth.)

Examples: What he said reinforced my determination to blend in with my surroundings. As a newly-appointed manager, he was not sure whether he could blend in. The painter blended in with the crowd at the art sale. 12. throw one's weight around: behave in an aggressively arrogant way

Examples: Mr. Smith is not much of a manager. He always throws his weight around. Folks don't like their chairman as he always throws his weight around.

13. reserve: 1) order or book (a seat, book, room, table, etc.)

Examples: The service at that five-star restaurant is excellent. I'll reserve a table for five there.

Demand will be huge, so ask your friends to reserve tickets for the concert. 2) keep for a special use (used in the pattern: be reserved for sb./sth.)

Examples: In the United States lanes are reserved for cars with more than one occupant; Some seats on the buses are reserved for the old.

14. "Look, he's just not that way.": You see, he is not the sort of person to reserve seats for himself.

15. open up: unlock and open the door so that people can get in Examples: Open up, or I break in.

They open the school up at 7:45 a.m. so that students can have more sleep.

16. It buried the Forbes list at the bottom of page 2.: The Forbes list was arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.

17. headline: the title of a newspaper article, printed above the article in large letters

Examples: Headlines in the newspaper are arranged so that they attract attention.

The headlines in the newspapers were to please millions of people in China: Beijing to host the 2008 Olympic Games. :'-

18. hold to: keep to

Examples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately to the view that her mother is an angel.

19. stock: shares of a company that are sold to investors

Examples: You'd better get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead again yesterday.

20. on the run; continuously active and moving about; try to avoid being captured

Examples: I have been on the run all day and I am exhausted.

He has to be on the run from one office to another to get the permit to open a takeaway restaurant. He is on the run from the police.

21. steer clear of: keep away from

Examples: Children are told to steer clear of troublemakers.

Members of the club steer clear of controversial issues such as religion.

22. But the real story in his mind is ...: But what is always on his mind is ...

23. make up: form the whole of (sth.)

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Examples: Women make up nearly 50% of university entrants.

The college is made up of fourteen departments and five research centers.

24. liable: likely (to do sth.)

Examples: It's liable to snow heavily tomorrow.

The sports meeting is liable to be postponed until next week because of the bad weather.

25. as laid down...: as established

lay down: officially establish a rule, or officially state the way in which sth. must be done

Examples: Conditions for membership are laid down in the soccer club rules.

The school authorities have issued a new booklet laying down regulations for students.

26. loyalty: the quality of staying firm in your friendship or support for sb./sth.; a strong feeling that

one wants to be faithful to sb./sth. (followed by to)

Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the

country to see them play.

Once his mind was made up. General Lee never changed his loyalty to the South.

27. system: 1) set of ideas, theories, principles, etc. according to which sth. is done

Examples: Most of the teachers are doing research work, trying to find a good system of teaching English. The classification of the books in the library follows the Dewey Decimal System.

All the employees are required to work on an eight-hour system.

2) group of things or parts working together as a whole

Examples; With the further development of automation, more complicated control systems have come into being.

Manned space vehicles have life-support systems designed to meet all the physical needs of the crew.

28. cut prices and margins to the bone: reduce prices and margins considerably or dramatically

29. qualify: have or give (sb.) a legal right (to sth./to do sth.) (followed by/or or infinitive to)

Examples: A few useful skills — English teaching, for example — qualified foreigners for

work visas.

Highly trained staff are well qualified to give practical advice to students when they select courses. .

30. option: 1) (in business) an agreement or contract that gives sb. the right to buy or sell sth. such

as property or shares at a future date

Examples: With cash, stock options and the promise of vast resources, Microsoft has attracted

faculty elites to its research center.

Jones has taken an option on that house.

2) sth. you can choose to do

Examples: She has the option of entering graduate school or starting her professional career.

Analysts say that the launch of the euro offers a new and attractive option.

31. scholarship: (award of a) grant of money to a scholar

Examples: He can't afford to go to college if he doesn't win a scholarship.

Some companies have set up scholarships for both students and teachers at our university.

32. and the like: and other things of the same sort

If you mention particular things or people and then add "and the like", you are indicating that there are other

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similar things or people that can be included in what you are saying.

Examples: Many students are also keeping fit through jogging, aerobics, weight training, and

the like.

Always carry your passport, money and the like with you while you are traveling abroad.

33. cultivate: 1) make a special effort to establish and develop (sth.)

Examples; They encourage students to cultivate special interests in theoretical physics.

Some students try to cultivate a love of art.

2) prepare land and grow crops on it

Examples; They cultivated 500 acres in the suburb.

The remote area has barely been cultivated for decades.

34. reward: give sth. to (sb.) in return for work or services (used in the pattern: reward sb. for sth. with sth.) Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.

If you do well in the final exams, I will reward you with a trip to Hong Kong.

35. retire: (cause to) stop working at one's job, usu. because of age (followed by from)

Examples: Although their careers are important they plan to retire at 50.

The school had to employ the retired teachers to give classes.

36.... who was stunned at such generosity after the stingy employer he left to join Wal-Mart:

: ... who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by ? Walton 37. come/get aboard:(AmE, infrni) join

Examples: New employees who came aboard in the last six weeks have not been tested.

This is her second promotion since coming aboard.

38. the way they're treated: how they're treated

When "the way" is followed by a defining relative clause, this clause can be either a "that" clause or a clause beginning with "in which". For example, you can say "the way she told the story", "the way that she told the story", or "the way in which she told the story". There is no difference in meaning. Examples: Scientists have spent years studying the way the brain retains information.

| The information highway will have an unimaginable impact on the way people communicate with each other.

39. deserve:be sth. or have done sth. for which one should receive (a reward, special treatment etc.); be entitled to (not used in the continuous tense)

Examples: I am only partly responsible for the success of this book, my collaborator deserve more credit. They deserve a better salary for the job they do. Mary deserves a reward for her efforts.

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College English Integrated Course

Book Two Unit Three

The Generation Gap

Text A Father Knows Better

Objectives

Students will be able to:

1.understand the main idea and structure of the text;

2.appreciate the basic elements of a play;

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

4.conduct a series of reading, listening, speaking and writing activities related to the themes of the unit Procedures

Pre-reading tasks

1.T asks Ss the following questions on the song The Times They Are A-changing‘:(5minutes)

--Who should be sitting up and taking notice? Why?

--What does the singer think of his parents‘ way of doing things?

2.Pair interview (23minutes)

1) T dictates to Ss the following list of questions:

--When are your p arents‘ birthdays and their wedding anniversary?

--Do your parents celebrate your birthday? How about their own birthday celebration?

--In your parents‘ eyes, what are you interested in?

--In your eyes, what are your parents interested in?

--In what areas do your parents want you to improve?

--In what ways do you want your parents to improve?

--Tell of an instance when your parents and you disagree over something.

2) Ss form pairs to interview each other. If there is an odd number of Ss in the class, one group may consist of

3 Ss . The interview must note down the answers from the interviewee.

3) Some Ss report interview results to class.

3.T may lead in to Text A by saying: As we find from our interview, parents and children do not often see eye to eye .When parents interfere with their children‘s affairs they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on , I want you to bear this question in mind : despite their complaints, the Thompson children actually love their father very much .Do you yourself show similar attitudes towards your own parents?

While-reading tasks

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1.A brief introduction to plays

1) T writes down on the blackboard the major components of a play: characters , settings, stage directions, language , conflicts, climax ,and theme.

2) Ss identify the characters in this play.

3) Ss read the directions for Text Organization Exercises 1and 2, then scan the play to divide it into three parts. T may drop a hint: just read the stage directions put in brackets.

4) T explains the functions of stage directions: to set up stage properties in the proper place; to indicate a change in setting; to di rect actors‘ movement, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:

Audience

5) T invites one S to read aloud Heidi‘s speech to the audience at the very beginning of the play, then ask another S to re-create Heidi‘s words into a complete and grammatical paragraph. They may refer to Writing Strategy to see the stylistic differences between speech and writing.

6) T defines conflicts as the essence of a play, clash of actions, ideas, desires or wills. It may happen in three forms: man against man, man against environment, man against himself. When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form of conflict in this play as they later go through the text.

7) T explains that, unlike a novelist or short –story writer, a playwright can not come forward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to then what is going on in the minds of the characters. The audience must conclude by themselves what the theme of the play is. T tells Ss

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that they will do so at the end of reading this play.

2. T explains language points in Part 1 and gives Ss practice

3. Ss sum up the main conflict in Part I

4.T explains language points in Part II and gives Ss practice

5.Ss sum up the main conflict in Part II

6.T explains language points in Part III and gives Ss practice

7.Ss sum up the main conflict in Part III

8.Ss sum up the theme of the play

Post-reading tasks

1.The way are

Ss form groups of 3-4.re-read Part II. Based on it, they will come up with a brief summary of the characteristics of Mother, Father, and the children.

When Ss discuss within the group, the following questions might help:

--How did Mother address Father and her children?

--How many do‘s and don‘ts did she use?

--On whose side was she, Father‘s or the children‘s?

--Why did Sean tell Father that ―I do believe Diane would like to know the surprise?‖

--How did Diane feel when she said ―Thank you, Sean. I owe you one?‖

--What were Diane‘s reactions during the scene?

Several groups report their summaries to the class.

2.T guides Ss through some after-text exercises

3.T checks on Ss‘s home reading

4.Ss do Part IV : Theme –Related Language Learning Tasks

5.T asks Ss to prepare for the next unit

1)do the pre-reading task

2)preview Text A

Text Analysis

Although a playwright can‘t come forward to speak directly to readers, we may still form a mental picture of what each character is like.

Let‘s take Part II for example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.

Since a brief discussion of Father‘s characteristics is giver as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.

As we notice, in her spe ech Mother uses quite a number of do‘s and don‘t,, please‘s, dear‘s, and sweetheart‘s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other h and, knowing her children‘s attitude towards Father‘s meddling, she tries to maintain the peace , as in the instances when she maintains Father‘s dignity by telling the children ―Don‘t interrupt‖, ―Don‘t distract your father‖, and ―give your father

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the res pect he deserves‖, or when she tries to divert the conversation by talking about her dessert.

The Thompson children respect Mother, as shown by their frequent ―Yes, Mother‖ and ―Sorry, Mom‖. On the other hand, they are used to Father‘s meddling with thei r affairs. When Sean and Heidi find out that this time the bad luck has befallen Diane, they can afford to stand back and poke a few bemused comments. Diane‘s feelings are entirely different, though. She is put on guard when Father tells her ―I have a surp rise for you.‖ Then she is embarrassed as Father mentions her feelings toward young Kyle. Later as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.

Isn‘t it a wonder that words c an tell so much about people?

Cultural Notes

1.Family life

Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in with the lives of their parents.

The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.

The school day usually ends at about 3p.m.in the US and 4p.m. in Britain, and the working day at 5p.m. or later, so many parents have to make arrangements for their children after school .They may go to an after-school center or stay with a neighbor‘s children, Older children often so activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.

In many families, the children eat when they get home and their parents eat later. On the evenings the children play or go and see friends. Id everyone is staying in they may watch television together. Many parents make an effort to spend quality time with their children, an hour or so each day when they give them their full attention.

American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.

Notes to Text A

1.location: a place or position

--Witnesses showed the police the exact location of the accident

--The school is going to move to a new location.

2.Down Right:special term for drama. In this text there are other terms, such as ―Down Left‖. They refer to

different parts of the stage.

3.embarrass: make (sb.) feel awkward or ashamed

--I chose my words carefully in order to avoid embarrassing anyone

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--It embarrassed him that he had to give a talk in front of a lot of people

4.waiting tables: working as a waiter and serve others with food.

5.dumb: 1) foolish

--He was so dumb that he left his keys at home again.

--Don‘t be so dumb. You can‘t get a loan from the bank if you are laid –off.

2) unable to speak

--Children born deaf and dumb can nowadays be taught to speak and lip-read

--Martin was born dumb, but he has still managed to get a good job

6.in unison: acting in the same way at the same time

--The children find it difficult to play their instruments in unison.

--The international community is ready to work in unison against terrorism.

7.a man-to-man talk: a talk that takes place between two men , esp. two men who need to discuss a serious personal matter.

8....life’s dangerous sea: Here the author uses a metaphor. He compares life to an arduous sea voyage

9.fade: 1) lose color or brightness

--All color fades, esp., under the impact of direct sunlight.

--The sunlight gradually faded.

2) disappear slowly

--Her enthusiasm for early-morning exercises faded as the weather was getting colder and colder.

--They watched the mountains fade into the darkness.

10.overall: 1) in general

--The college has few ways to assess the quality of education overall

--Overall, I like Marie, despite faults.

2) including everything; total

--Cut down your overall amount of extracurricular activities and spend more time on your studying.

--The overall length is 15feet .

11.trade(sth.) for (sth.else): exchange(sth) for (sth. else)

--The farmers traded farm produce for manufactured goods and money.

--I will trade my stamp collection for your model boat.

12.keep/leave(sb.)in suspense: delay telling (sb.) what they are eager to know

--The audience is kept in suspense to the very end of the play, --I won‘t keep you in suspense any longer. Here are the results of the mid-term exam.

13.bet: be sure

--I bet she was late for the meeting on purpose.

--I bet he‘ll change his mind again.

14.distract:take (sb.‘s attention) away from sth. esp. for a short time (used in the pattern: distract

sb/sth;distrac sb/sth. from)

--A disturbance outside my dormitory distracted my attention.

--Passengers are requested not to distract the driver‘s at tention while he is driving.

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