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

Unit 2 InspirationsI. ObjectivesII. Suggested Teaching PlanIII. Background InformationIV. Class PresentationUnit 2 InspirationsPart IListeningPart II ReadingPart III SpeakingPart IV Translation & WritingPart V Time to RelaxVideo ExercisesUnit 2 InspirationsFrom studying this unit, students are expected to1. have listening and speaking practices to explore what makes a good teacher 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. 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.I. ObjectivesUnit 2 InspirationsII. Suggested Teaching Plan for Unit 2TimeContentsPlan1 period Theme-relatedListeningSection 1 & 2To start the new unit, the teacherA. plays the short talk once before handling Useful Language in a unique way, e.g., asking students to guess the topic based on the list;B. plays the short talk once more, or twice more if necessary, and asks class to complete three sentences as required;C. has a brief discussion with the students on the three sentences to explore the main idea 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. Unit 2 InspirationsTimeContentsPlanD. plays the first dialogue once more for the details so that students will have no trouble answering the questions; Theme-relatedListeningA. 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 students 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;Sections 3, 4 & 5Unit 2 InspirationsTimeContentsPlanReview of Theme-related Listening SectionsReviewThe teacherA. gives a brief review of what students have learned in the first period of listening practice;B. makes a meaningful transition to Text A; F. checks the answers in a meaningful way, e.g., paraphrasing the relevant details.3 periodsE. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises; Unit 2 InspirationsTimeContentsPlanText A & Text-related ExercisesStarterAfter finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacherA. asks the students to describe a teacher who has inspired them in one way or another. This can be done in complete English sentences or just phrases. If students have difficulty doing this, the teacher should provide them with the following key words or phrases in English: lose hope, be about to give up, inspire, encourage, regain confidence, overcome, catch up with, make progress, achieve success;B. gives the students 10 minutes to read Text A and get a general idea of the whole text.Unit 2 InspirationsContentsPlanText AThe teacherA. 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.TimeThe teacherA. asks the students to go over the text and do the subsequent multiple 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 &Text-relatedExercisesUnit 2 InspirationsTimeContentsPlan0.5 period Practical ReadingThe teacherA. explains an introduction to a car loan and car finance company;B. gives the students 5 to 10 minutes to do the exercise.1 periodSpeakingThe teacher A. fully understands what the exercises are intended to do;B. 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; Unit 2 InspirationsTimeContentsPlanC. asks class to read 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 out the task.Translation and Writing, Time to Relax & WorkbookThe teacherA. leaves the sentence translation exercise as the students homework;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 periodUnit 2 InspirationsTimeContentsPlanC. plays the song “I Believe I Can Fly” in class and lets the students 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.Unit 2 InspirationsAcademic Grading in the United StatesDoctor of MedicineUnit 2 Inspirations Academic grading in the United States most commonly takes 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 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, represented 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). Academic Grading in the United StatesUnit 2 InspirationsDoctor of Medicine (MD, from the Latin Medicinae Doctor meaning “Teacher of Medicine”) is a doctoral degree 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 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 StatesDoctor of MedicineUnit 2 InspirationsMedical 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.Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesPart IListening Listen to the upcoming short talk and complete the related statements below accordingly. Getting to know the following useful language first might be helpful.Useful Languagedelivery / n. 傳遞傳遞transmission / n. 傳播傳播character / n. 品格品格influence / n. 影響影響perceive / vt. 察覺察覺 quality / n. 優(yōu)點(diǎn)優(yōu)點(diǎn)attitude / n. 態(tài)度態(tài)度hidden / a. 潛在的潛在的impact / n. 影響影響self-construction / n. 自我打造自我打造1Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises1) What do you mean when you say that you 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_ScriptTranslation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesScript:Hi class, Id like to 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 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 think 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. Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises 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 the 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.Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesHi class, Id like to begin by drawing 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 influence 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.knowledge_2information_something else_what do you mean _carries himself or herself _Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercisesknowledge 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 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-construction.adds power _by qualitiesperceivean inspiration _positive attitude _without words_good character _Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises 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 true (T) or false (F). Getting to know the following useful language first might be helpful.Useful Languageshoot / vi. 請(qǐng)發(fā)問請(qǐng)發(fā)問concentration / n. 注注意力意力 dedication / n. 奉獻(xiàn)奉獻(xiàn)devote / v. 獻(xiàn)身獻(xiàn)身responsibility / n. 責(zé)任責(zé)任kind of 相當(dāng)，有點(diǎn)相當(dāng)，有點(diǎn)3Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises1) Helen is complaining about her teacher. 2) As Elvis says, a good teacher 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:Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesHelen: May I ask you a question, Elvis? Elvis: Shoot. Helen: What would you say makes a really good teacher? Elvis: 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 more than his words. Theres always something beyond words with a teacher. Script:Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesHelen: 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. 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 I like him.Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises1) 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 again and answer the following questions.She has met a good teacher. He is trying to explain to Helen what makes a good teacher. _4A good teacher has dedication and devotion to his students. And he has a high sense of responsibility. _Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises5) What does Helen say about her teacher? She says that how he carries himself in the classroom has a hidden impact on her attitude._Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises 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. Useful Languageseparate / vt. 分開分開heart-to-heart / a. 坦誠(chéng)坦誠(chéng)的的interaction / / n. 互動(dòng)互動(dòng)I get you. =I see.Script:5Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesScript: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: The 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, I sense what you are saying, but dont get you 100%. Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo ExercisesKaren: 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 interaction. 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, well said! Maybe you should teachTranslation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises1) What does Karen emphasize that a teacher is inseparable from? A)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?A) By changing his way of teaching. B) By adding new knowledge. D) By encouraging more learning. B) Students positive learning.C) Through positive character qualities.Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises3) What does Karen mean by “heart-to-heart interaction”? A) A good teacher knows his or her students abilities well. C) A good classroom environment has two-way communication. D) It is your own duty to learn. 4) What has Margaret come to understand?A)What her teacher teaches. C) How her teacher raises questions. D) Why her teacher is so knowledgeable. B) Good teachers are sensitive to their students and learn from them too.B) Why her teacher is so popular. Translation & WritingSpeakingReadingListeningUnit 2 InspirationsTime to RelaxVideo Exercises5) 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. D) All of the above.Unit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesText AA Teachers StoryPart II ReadingText B Follow Your DreamExercisesExercisesPractical ReadingUnit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesA Teachers StoryElizabeth Silance Ballard1 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 impossible, 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 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 AUnit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo Exercises1) What was the lie that Mrs. Thompson told her students on the very first day of school?She told her students 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.Para. 1 of Text AQuestions about This ParagraphUnit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo Exercises 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)孩子們說了一個(gè)謊。她看著她的學(xué)生，說她完前面時(shí)，她對(duì)孩子們說了一個(gè)謊。她看著她的學(xué)生，說她完全一樣地愛他們每個(gè)人。但這是不可能的，因?yàn)樽谇芭诺娜粯拥貝鬯麄兠總€(gè)人。但這是不可能的，因?yàn)樽谇芭诺木陀幸粋€(gè)叫泰迪就有一個(gè)叫泰迪斯托達(dá)德的小男孩。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)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)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)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)大大的大大的F(不及格不及格)為樂。為樂。Chinese Version一位老師的故事一位老師的故事伊麗莎白伊麗莎白塞蘭斯塞蘭斯巴拉巴拉Unit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesAs Mrs. Thompson stood 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)孩子們說了一個(gè)謊。時(shí)，她對(duì)孩子們說了一個(gè)謊。句中句中on the very first day of school中的副詞中的副詞very此處修飾此處修飾first，加強(qiáng)語(yǔ)氣。，加強(qiáng)語(yǔ)氣。very可以置于形容詞最高級(jí)或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：等詞之前，以加強(qiáng)語(yǔ)氣。又如：NotesThey wanted the very best 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。他們就想要質(zhì)量最好的。Unit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesMrs. 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，注意到他跟其他的孩子玩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。得不好，他的衣服很臟，他經(jīng)常需要洗個(gè)澡。句中三個(gè)句中三個(gè)that引導(dǎo)的句子并列，同屬動(dòng)詞引導(dǎo)的句子并列，同屬動(dòng)詞noticed的賓語(yǔ)。的賓語(yǔ)。NotesUnit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesElizabeth Silance Ballard / / 伊麗莎白伊麗莎白塞蘭斯塞蘭斯巴拉德巴拉德Language PointsUnit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesLanguage PointsMrs. Thompson / 湯普森夫人湯普森夫人Unit 2 InspirationsTranslation & WritingSpeakingReadingListeningTime to RelaxVideo ExercisesLanguage PointsTeddy / 特迪特迪(男子名，Theodore的昵稱)