21世紀(jì)大學(xué)實(shí)用英語(yǔ)綜合教程2 Unit

1、Unit2-main1,I. Objectives,II. Suggested Teaching Plan,III. Background Information,IV. Class Presentation,Unit2-main2,Part IListening,Part II Reading,Part III Speaking,Part IV Translation 2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and exp

2、ressions found in the two texts follow-up exercises; 3. appreciate the rhetorical device of repetition; 4. be able to read an introduction to a company or an organization; 5. be able to write a rsum,Objectives,I. Objectives,II. Suggested Teaching Plan for Unit 2,II. Suggested Teaching Plan for Unit

3、2,D. plays the first dialogue once more for the details so that students will have no trouble answering the questions,Theme- related Listening,A. keeps the theme in mind while making a transition from the short talk to the two dialogues; B. handles Useful Language in a unique way, e.g., asking stude

4、nts to describe a person with the words; 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,Objectives3,Sections 3, 4 B. makes a meaningful transition to Text A,F. checks the answers in a meaningful way, e.g., paraph

5、rasing the relevant details,3 periods,Objectives3,E. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises,Objectives3,Text A B. gives the students 10 minutes to read Text A and get a general idea of the whole text,Text A The teache

6、r 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, depending on their levels,Objectives4,Time,The teacher A. asks the students to go over the text and do the subsequent multiple

7、choice questions; B. while discussing the text with the students, calls the students attention to sentence which contains repetition; C. lets the students work on the vocabulary and language use exercises either in or after class,1.5 periods,Text B B. gives the students 5 to 10 minutes to do the exe

8、rcise,1 period,Speaking,The teacher A. fully understands what the exercises are intended to do; in Ex. 1 goes through the list of useful expressions to see what is new to students and then makes sure students know what two categories are before they do the exercises as required,C. asks class to read

9、 loud the dialogue in Ex. 1 before doing the role-play either with or without the script; D. in Ex. 2 asks class to recall how the teachers story ends to elicit the importance of saying thank you, and then asks one student to read loud the example monologue before encouraging some students to carry

10、out the task,Objectives6,Translation and Writing, Time to Relax B. helps the students learn how to write a rsum by doing the first exercise in Practical Writing, and then requires them to do the next two exercises after class,1 period,C. plays the song “I Believe I Can Fly” in class and lets the stu

11、dents sing along with the singer; D. if possible, plays the video in the Workbook in class and lets the students do the exercise based on the video,Objectives7,Background Information -main,Academic Grading in the United States,Doctor of Medicine,Academic grading in the United States most commonly ta

12、kes on the form of five letter grades. Historically, the grades were A, B, C, D, and F A being the highest and F, denoting failure, the lowest. In the mid-twentieth century, many American educational institutions especially in the Midwest (particularly the State of Michigan) began to use the letters

13、 A, B, C, D, and E. The only difference here is that failure is denoted by E instead of F, which is not used by these schools. The AF (AE) quality index is typically quantified by correlation to a five-point numerical scale as follows: A = 4.0 B = 3.0 C = 2.0 D = 1.0 E/F = 0.0 Chromatic variants, re

14、presented by + and , are commonly used. They are most commonly quantified as x.3 and y.7, e.g., B = 3.0, so B+ = 3.3 and B = 2.7,III. Background Information1,Academic Grading in the United States,Doctor of Medicine (MD, from the Latin Medicinae Doctor meaning “Teacher of Medicine”) is a doctoral deg

15、ree for physicians. The degree is granted by medical schools. Admission to medical schools in the United States is highly competitive, with about 17,800 out of approximately 47,000 applicants receiving at least one acceptance to any medical school in recent application years. Before entering medical

16、 school, students must complete a four-year undergraduate degree and take the Medical College Admission Test (MCAT). Before graduating from a medical school and achieving the degree of Medical Doctor, most schools require their students to take the United States,Objectives2,Doctor of Medicine,Medica

17、l Licensing Examination (USMLE) Step 1 and both the Clinical Knowledge and Clinical Skills parts of Step 2. The MD degree is typically earned in four years,Objectives12,Part IListening Listen to the upcoming short talk and complete the related statements below accordingly. Getting to know the follow

18、ing useful language first might be helpful,Useful Language delivery / n. 傳遞 transmission / n. 傳播 character / n. 品格 influence / n. 影響 perceive / vt. 察覺(jué) quality / n. 優(yōu)點(diǎn) attitude / n. 態(tài)度 hidden / a. 潛在的 impact / n. 影響 self-construction / n. 自我打造,Part IListening,1,1) What do you mean when you say that y

19、ou like the way your teacher or instructor in the classroom? 2) A teacher of good character can help students develop towards life. 3) A good student can also have a hidden positive impact,carries himself or herself,a positive attitude,on his or her teacher,_,_,_,Script,Script: Hi class, Id like to

20、begin by drawing your attention to what goes on between teachers and students in the classroom. You might say it is the delivery of knowledge. Or you might say it is the transmission of information. Is there anything else? Believe it or not, there is indeed something else. How about character? Dont

21、you think there is any mutual influence of character? For instance, what do you mean when you say that you like your teacher or that you like the way your teacher or instructor carries himself or herself in the classroom? At such times, are you only talking about knowledge or information? Dont you t

22、hink you can perceive the qualities of a good teacher as well as those of a good student? Let me explain what I mean by qualities,A teacher of good character adds power to his or her words. Such a teacher can be an inspiration to students, helping them to build a positive attitude towards life. At t

23、he same time, a student of good character can also have a hidden positive impact on the teacher. From the above, we can say that though the characters of people interact with each other without words, they nonetheless often play a powerful role in self-construction,Hi class, Id like to begin by draw

24、ing your attention to what goes on between teachers and students in the classroom. You might say it is the delivery of 1) . Or you might say it is the transmission of 2) . Is there anything else? Believe it or not, there is indeed 3) . How about character? Dont you think there is any mutual influenc

25、e of character? For instance, 4) when you say that you like your teacher or that you like the way your teacher or instructor 5) in the classroom? At such times, are you only talking about,Listen to the short talk again and fill in the blanks below with the missing words,Objectives22,knowledge,_,2,in

26、formation,_,something else,_,what do you mean,_,carries himself or herself,_,knowledge or information? Dont you think you can 6) the qualities of a good teacher as well as those of a good student? Let me explain what I mean 7) . A teacher of good character 8) to his or her words. Such a teacher can

27、be 9) to students, helping them to build a 10) towards life. At the same time, a student of 11) can also have a hidden positive impact on the teacher. From the above, we can say that though the characters of people interact with each other 12) , they nonetheless often play a powerful role in self-co

28、nstruction,adds power,Objectives23,_,by qualities,perceive,an inspiration,_,_,_,positive attitude,_,without words,_,good character,_,Helen and Elvis are talking about the qualities of a good teacher. Listen to their conversation and then decide whether the conversation-based statements below are tru

29、e (T) or false (F). Getting to know the following useful language first might be helpful,Useful Language shoot / vi. 請(qǐng)發(fā)問(wèn) concentration / n. 注意力 dedication / n. 奉獻(xiàn) devote / v. 獻(xiàn)身 responsibility / n. 責(zé)任 kind of 相當(dāng)，有點(diǎn),Objectives24,3,1) Helen is complaining about her teacher. 2) As Elvis says, a good te

30、acher conveys good qualities in the classroom. 3) Helen and Elvis see eye to eye(看法一致) on the fact that a dedicated teacher must have a high sense of responsibility,F,_,T,_,T,_,Script,Helen: May I ask you a question, Elvis? Elvis: Shoot. Helen: What would you say makes a really good teacher? Elvis:

31、You have recently met one? Or you feel like complaining about a teacher you have now? Helen: Actually, I think I have just met one. I tend to learn fast with him. I dont know why I have better concentration and understand better in his class than in others, but I do. Elvis: Learning has to do with m

32、ore than his words. Theres always something beyond words with a teacher,Objectives25,Script,Helen: What do you mean? Elvis: Im talking about the qualities of a good teacher. A good teacher has dedication and is devoted to his students. Helen: Thats true, my teacher has a high sense of responsibility

33、. Elvis: He must have, or you wouldnt feel his dedication, and be learning from it. Your teacher is sure to be a man of character. Helen: Youre right. I feel how he carries himself in the classroom has a kind of hidden impact on my attitude. Elvis: Thats the gift of a good teacher. Helen: No wonder

34、I like him,Objectives25,1) Who has Helen met? 2) How is Helen getting along in class? 3) What is Elvis trying to do? 4) What qualities, according to Elvis, does a good teacher have,Shes learning fast because she has better concentration and understanding in the classroom,Listen to the conversation a

35、gain and answer the following questions,She has met a good teacher,He is trying to explain to Helen what makes a good teacher,_,_ _,_,4,A good teacher has dedication and devotion to his students. And he has a high sense of responsibility,_ _,5) What does Helen say about her teacher,She says that how

36、 he carries himself in the classroom has a hidden impact on her attitude,_ _,Karen and Margaret are talking about a good teacher. 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,Usef

37、ul Language separate / vt. 分開 heart-to-heart / a. 坦誠(chéng)的 interaction / / n. 互動(dòng) I get you. =I see,Script,5,Script: Karen: When it comes to learning, it is hard for me to separate the teacher from students positive learning experience. Margaret: Im sorry, Im not too clear what you mean by that. Karen: Th

38、e point Im trying to make is that a good teacher is responsible for building the kind of good learning environment in which students learn best. Margaret: But I wonder: how does a teacher do that? Karen: Through certain positive but hidden qualities he or she brings in the classroom. Margaret: Hmm,

39、I sense what you are saying, but dont get you 100,Objectives28,Karen: Let me explain a bit more. A good teacher doesnt just feed students new information. He or she also knows his or her students well. I mean good teaching involves not only face-to-face communication, but also heart-to-heart interac

40、tion. Margaret: Ah, now I get you! Karen: Thats the special talent of a good teacher. Margaret: Now I see why my teacher is so very popular. Karen: The best kind of teacher has another rare quality. He or she can be like a candle, which consumes itself to light the way for others. Margaret: Wow, wel

41、l said! Maybe you should teach,Objectives29,1) What does Karen emphasize that a teacher is inseparable from? Knowledge of the world. C) Students years of education. D) Training for the real world. 2) How, according to Karen, does a good teacher build a good learning environment? By changing his way

42、of teaching. B) By adding new knowledge. D) By encouraging more learning,Objectives30,B) Students positive learning,C) Through positive character qualities,3) What does Karen mean by “heart-to-heart interaction”? A) A good teacher knows his or her students abilities well. C) A good classroom environ

43、ment has two-way communication. D) It is your own duty to learn. 4) What has Margaret come to understand? What her teacher teaches. C) How her teacher raises questions. D) Why her teacher is so knowledgeable,Objectives31,B) Good teachers are sensitive to their students and learn from them too,B) Why

44、 her teacher is so popular,5) What is the most important thing a good teacher does? A) Helping students build a positive attitude towards life. B) Acting as an inspiration. C) Lighting the way,Objectives32,D) All of the above,Part II Reading -main3,Text AA Teachers Story,Part II Reading,Text B Follo

45、w Your Dream,Exercises,Exercises,Practical Reading,A Teachers Story Elizabeth Silance Ballard 1 As Mrs. Thompson stood in front of her 5th grade class on the very first day of school, she told the children a lie. She looked at her students and said that she loved them all the same. But that was impo

46、ssible, because there in the front row was a little boy named Teddy Stoddard. 2 Mrs. Thompson had watched Teddy the year before and noticed that he didnt play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the

47、point where Mrs. Thompson would actually take delight in marking his papers with a red pen, making bold Xs and then putting a big “F” at the top of his papers,Part IIReading Text A,Text A1,1) What was the lie that Mrs. Thompson told her students on the very first day of school,She told her students

48、that she loved them all the same, which was impossible,2) What was Teddy like in the eyes of Mrs. Thompson,In the eyes of Mrs. Thompson, Teddy was an unpleasant boy. He didnt play well with the other children, his clothes were messy and he constantly needed a bath,Question1,Para. 1 of Text A Questio

49、ns about This Paragraph,開學(xué)第一天，當(dāng)湯普森夫人站在她教的五年級(jí)那個(gè)班的前面時(shí)，她對(duì)孩子們說(shuō)了一個(gè)謊。她看著她的學(xué)生，說(shuō)她完全一樣地愛(ài)他們每個(gè)人。但這是不可能的，因?yàn)樽谇芭诺木陀幸粋€(gè)叫泰迪斯托達(dá)德的小男孩。 湯普森夫人一年前已在觀察泰迪，注意到他跟其他的孩子玩得不好，他的衣服很臟，他經(jīng)常需要洗個(gè)澡。泰迪有時(shí)會(huì)很討厭。討厭到竟然讓湯普森夫人以用紅筆給他的卷子評(píng)分、在上面醒目地打很多叉，然后再在試卷的上方寫上一個(gè)大大的F(不及格)為樂(lè),Chinese Version,Chinese Version,一位老師的故事 伊麗莎白塞蘭斯巴拉,As Mrs. Thompson st

50、ood in front of her 5th grade class on the very first day of school, she told the children a lie. 開學(xué)第一天，當(dāng)湯普森夫人站在她教的五年級(jí)那個(gè)班的前面時(shí)，她對(duì)孩子們說(shuō)了一個(gè)謊。 句中on the very first day of school中的副詞very此處修飾first，加強(qiáng)語(yǔ)氣。very可以置于形容詞最高級(jí)或own, first, last, next, same 等詞之前，以加強(qiáng)語(yǔ)氣。又如,As Mrs. Thompson,Notes,They wanted the very best

51、 quality. At last he had his very own car (= belonging to him and to nobody else,他終于得到了專屬于他自己的汽車,他們就想要質(zhì)量最好的,Mrs. Thompson had watched Teddy the year before and noticed that he didnt play well with the other children, that his clothes were messy and that he constantly needed a bath. 湯普森夫人一年前已在觀察泰迪，注意

52、到他跟其他的孩子玩得不好，他的衣服很臟，他經(jīng)常需要洗個(gè)澡。 句中三個(gè)that引導(dǎo)的句子并列，同屬動(dòng)詞noticed的賓語(yǔ),Mrs. Thompson,Notes,Elizabeth Silance Ballard / / 伊麗莎白塞蘭斯巴拉德,Elizabeth Silance Ballard,Language Points,Mrs. Thompson,Language Points,Mrs. Thompson / 湯普森夫人,Teddy,Language Points,Teddy / 特迪(男子名，Theodore的昵稱,It got to the point where Mrs. Thom

53、pson would actually take delight in markinghis papers with a red pen, making bold Xs and then putting a big “F” at the top of his papers. (泰迪)討厭到竟然讓湯普森夫人以用紅筆給他的卷子評(píng)分、在上面醒目地打很多叉，然后再在試卷的上方寫上一個(gè)大大的F(不及格)為樂(lè)。 It指代上文And Teddy could be unpleasant。副詞where指的是the place or situation in which。又如：I think you have

54、got to the point where a change is needed, or you will fail,It got to the,Notes,我想你已到了必須有所改變的地步，否則你將要失敗,此外，marking his papers with a red pen, making bold Xs and then putting a big “F” at the top of his papers這三個(gè)動(dòng)名詞結(jié)構(gòu)同屬短語(yǔ)動(dòng)詞take delight in的賓語(yǔ)。F表示failure(不及格)。美國(guó)學(xué)校常用5個(gè)字母代表成績(jī)等級(jí)，即A(優(yōu))、B(平均以上/良)、C(一般水平/中)、

55、D(平均以下)和F(不及格,It got to the,Notes,in front of: ahead of; before 在前面；在前,in front of,Language Points,e.g,There is a tree in front of the house. If youre phoning from outside London, dial 01 in front ofthe number,從倫敦以外的地方打來(lái)電話，要先撥01再撥電話號(hào)碼,房子前面有一棵樹,messy/ a. dirty and untidy 骯臟的；凌亂的,messy,Language Points

56、,e.g,Come on in. Sorry, my room is a bit messy. We dont want things to get messy, do we,我們不想讓事情變復(fù)雜，不是嗎,進(jìn)來(lái)坐坐吧，不過(guò)我的房間有點(diǎn)亂,constantly/ ad. all the time; repeatedly 始終；一直；重復(fù)不斷地,constantly,Language Points,e.g,The two sisters are constantly at war with each other. She is constantly worrying about her sons

57、health,她不停地為她兒子的健康擔(dān)心著,這兩姐妹不時(shí)發(fā)生爭(zhēng)執(zhí),unpleasant / a. not pleasant 令人不快的；令人討 厭的,unpleasant,Language Points,e.g,A series of unpleasant things happened last week. The boys dirty shirt gave off an unpleasant smell,這男孩的臟襯衫散發(fā)出難聞的氣味,上周發(fā)生了一系列不愉快的事情,take delight in: get much pleasure from (doing sth.) 以為樂(lè),take d

58、elight in,Language Points,e.g,The little boy takes delight in reading history books. My child takes delight in playing online games during his spare hours,我的孩子閑暇時(shí)以玩網(wǎng)絡(luò)游戲?yàn)闃?lè),這個(gè)小男孩喜歡讀歷史書,delight / n. feeling of great pleasure 高興；愉快；快樂(lè),bold / a. 勇敢的，大膽的；黑體的，粗體的,bold,Language Points,3 At the school where Mrs. Thompson taught, she was required to review each childs past records and she pu