英语专业综合教程2课文内容摘要

Summary of English Course（基英二）

U1 We Have Been Hit!

Adam Mayblum is an employee of May Davis, a financial services firm whose office was on the 87th floor of the World Trade Center. He used to be very proud of working in the tallest building in the world. And then on that September morning, he left it when the plane hit the building. He remained calm among the confusion, ripping his T-shirt into pieces, soaking the pieces in water and giving them to colleagues to cover their faces. He raced down the stairs with his colleagues including the head trader Harry Ramos and his trading partner Hong Zhu. When they came to the 53th floor, they met a heavyset man whose legs would not move and they tired to help him. Hong decided to be the guinea pig to test the safety of the elevator. When everything was all right, he went back up to collect the others. The elevator took them to the 44th floor and then it stopped working, so they had to take the stairs. When they reached the 36th floor, the heavyset man refused to move on the spite of their encouragement. So Hong left along sorrowfully ,while Ramos refused to leave the man along there. The next day ,Adam Mayblum’s e-mail about his experience was read by someone who knew the wife of the heavyset man. On September 15th,friends and family had a gathering. All the employees of May Davis survived except Harry Ramos .His wife Micky

tried to develop to a pictures of his escape, but it began to fade on the 36th floor.

U2 The Virtues of Growing Older

Our society worships youth.

Advertisements convince us to look younth, and people are working out in gyms to delay the effects of the age.

point of view:

Being young is often pleasant, but being older has many advantages. reason:

When young, you are apt to be obsessed with your appearance.

Being older is preferable to being younger in another way.

The greatest benefit of being forty is knowing who I am. Conclusion:

There is a great deal of happiness to be found as we grow older.

U3 My Stroke of luck

My wife and I have been married for 47 years. She keep saving my life and giving me reasons to live. She has a good judgment and intuition . After the plane crashed , she reached me immediately and insisted on moving me to the neighborhood hospital . And her decision was right .She took good care of me, consoled me during my survivor’s anguish, but would not tolerate me feeling sorry for myself. She endured my depression, but did not allow me to complain. As a believer in tough love , she was not about to let me just lie around either. My wife, Anna’s secret is that she learns from life, and move on. Thirty years ago, she got breast cancer. She dealt with it with great courage and optimism and she helped others after she recovered. Her method is to find ways to help others and I have been the biggest beneficiary.

U4 Cultural Encounters

Background:

We live in an age of easy access to the rest of the world.

Cheap flights mean that millions of people are able to visit places their parents could only dream about, while the Internet enables us to communicate with the remotest places

Transitional Sentence：English has simply become the language that facilitates communication, and for many people learning English is an essential stepping stone on the road to success

Transitional Sentence：Significantly also, this great global communications revolution is also linked to the expansion of English, which has now become the leading international language

topic sentence:

Most fundamental is the profound relationship between language and culture that lies at the heart of society and one that we overlook at our peril.

Now:

Millions of people are discovering how to bridge cultures, while the English-speaking world becomes ever more complacent and cuts down on foreign language learning programmes in the mistaken belief that it is enough to know English

Future attitudce:

World peace in the future depends on intercultural understanding. Those best placed to help that process may not be the ones with the latest technology and state of the art mobile phones, but those with the skills to understand what lies in, under and beyond the words spoken in many different languages

U5 Fourteen Steps

People says that a cat has nine lives. I tend to believe this true, for I, as a man ,am living my third life now. My first life began when I was born into a large family, I began my second life when I was afflicted with a slowly progressive disease of the motor nerves. In spite of my disease , I managed to keep my health and optimism to a degree by climbing 14 steps every day. Those 14 steps were a gauge of my life. As I become older ,I become more disillusioned .

Then on a dark stormy night ,my third life began .I was driving home in the rain ,then my car got a flat tire and I was stuck them on a less-traveled road. I ask for help from a house near the little side road. A little girl

came out with her grandpa after I explained my trouble. When I sitting comfortable and dry in the car ,they were repairing my car in the rain. Finally after their work done ,I offered 5-dollar bill, but was rejected. The litter girl told me that his grandpa was blind, which greatly shocked me . I felt ashamed of my behavior. Now, I am trying not only to climb 14steps each day, but to help others in my small way .

U6 Diary of the unknown soldier

The text includes three diaries written by an American soldier during Second World War .

The first entry was dated No.24,1943,six months after being recruited to the battlefield. The man was already horrified by the war he was involved in. All the time he was his brothers-in-arms killed and houses destroyed, and the original confidence to win yielded to hopelessness and self-questioning: What fools they were. He was constantly in danger. Only thoughts of his family brought him a momentary stay out of frustration and despair. After the reflections on their own enthusiasm and

confidence about the war, in the second entry, the author continued to ponder over the cause of war and the people who started the war. He was so infuriated that he said, “It is no excuse for ending innocent lives and destroying whole countries .”The last letter entry was the most fearful part of the story. The location of the soldiers was being invaded when the author wrote the diary, hidden in a small trench. Through he tried to keep himself “from panicking”, the Nazi soldier was coming in the direction.

We can only surmise that this unknown must have been killed then, but the last question he asked may linger in our mind for long :Why?

U7 Letter to a B Student

A teacher’s letter to a student explains what his

B grade for the course does and does not represent in the terms of the student’s achievement or success as a human being or in the future accomplishment .

In the today’s society , the grade determines eligibility for graduate school and special programs and at last success in the future. But put in perspective ,grade B simply means that one can successfully competed a specific course of study. But as a measurement tool the grade is a rather fuzzy symbol .

So we should differentiate the student as performer at school and human being in the society.

Grade B student does not guarantee that from now on we forever B performers .

We should shift to ourselves ,locating goals and opportunities in frustrations in the frustrations and obstacle we may encounter in our journey of life/

U8 Focus on Global Warming

The text is centered on the problem of global warming. And now global warming is receives worldwide attention because of its possible influence upon the Earth we have living on.

Global warming is perhaps the single largest threat to our planet. The very root of the temperature increase is that human being create much greenhouse gases such as carbon dioxide. The scientific searches prove that the amount of the first two reaches the highest point in the past 420000 years and they help excessive heat from leaving the Earth.

With the hotter summer and few cool days ,some low-lying nations would be awash in seawater.

What is more ,we would likely have more days of perilous air quality and have more risk of developing respiratory problems.

As a result, to slow global warming ,we should cut down the emission of heart-trapping gases.

It require everyone to work together to change the current situation we find ourselves in.

U9 What Is Happiness？

The text tell us what is the idea about“happiness,”and we can find that the idea of happiness to be sure, will not sit still for easy definition.

In the first sentence , the author tell us that happiness is never more than partial and there are no pure states of mankind.

We can find the writer want to let us know whatever else happiness may be, it is neither in having nor in being, but in becoming.

At the last paragraph , Founding Fathers declared, we should do well to remember, was not happiness but the pursuit of happiness market, is the cardinal fact that happiness is in the pursuit itself, in the meaningful pursuit of what is life-engaging and life-revealing,.

In a word , in the idea of becoming. A nation is not measured by what it possesses or wants to possess, but by what it wants to become.

U10 The Jeaning of America

Blue jeans, more suitable than the dollar and Cola, have become an American symbol.

In the second, the text introduces us that the Levis Strauss’ life in New York. Levis Strauss, the inventor of blue jeans, was of German origin and immigrated to New York in 1848 to peddle sundries to eke out a marginal living.

In the third part, it describe why the Blue jeans was invented and how the early business of Blue jeans.

In the fourth part , two reason . It tell us that in the 1930s Levis’ s jeans were introduced to the East during the dude ranch craze and in the Second World War blue jeans were declared an essential commodity .

In last part , in San Francisco, a museum exhibits the history of blue jeans.

U11Open the Door to Forgiveness

The text can be divided into three parts.

As Starting with the second person, the author tell us that for most of us , forgive is unnatural and uneasy , so we dwell on our pains and keep being hurt. The only power that can stop the stream of painful memories is the faculty of forgiving.

How to practice forgiveness.(Two sides)

1 Confront your malice / separate the wrongdoer from the wrong

2 Let go of the past / keep working on it

What we can learn from text :The most important thing is that we are seldom merely sinned against, that is to say, we ourselves contribute to the sins. So try to forgive and by doing so, we can heal the hurt and create a new beginning.

新标准大学英语综合教程2课文翻译U2R2

How empathy unfolds 同感是怎样表露的 1 The moment Hope, just nine months old, saw another baby fall, tears welled up in her own eyes and she crawled off to be comforted by her mother, as though it were she who had been hurt. And 15-month-old Michael went to get his own teddy bear for his crying friend Paul; when Paul kept crying, Michael retrieved Paul's security blanket for him. Both these small acts of sympathy and caring were observed by mothers trained to record such incidents of empathy in action. The results of the study suggest that the roots of empathy can be traced to infancy. Virtually from the day they are born infants are upset when they hear another infant crying – a response some see as the earliest precursor of empathy. 霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。这些小小的表示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。这项研究的结果表明，同感的根源可以追溯到人的婴儿期。实际上，从出生的那天起，婴儿在听到其他婴儿哭闹的时候就会感到不安——有些人认为这种反应是同感的最初先兆。 2 Developmental psychologists have found that infants feel sympathetic distress even before they fully realize that they exist apart from other people. Even a few months after birth, infants react to a disturbance in those around them as though it were their own, crying when they see another child's tears. By one year or so, they start to realize the misery is not their own but someone else's, though they still seem confused over what to do about it. In research by Martin L. Hoffman at New York University, for example, a oneyear-old brought his own mother over to comfort a crying friend, ignoring the friend's mother, who was also in the room. This confusion is seen too when one-year-olds imitate the distress of someone else, possibly to better comprehend what they are feeling; for example, if another baby hurts her fingers, a one-year-old might put her own fingers in her mouth to see if she hurts, too. On seeing his mother cry, one baby wiped his own eyes, though they had no tears. 成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几个月，婴儿就会对周围人的烦躁不安做出反应，就好像他们自己的烦躁不安一样，看到别的孩子哭也跟着哭。到了一岁左右，他们开始意识到痛苦不是他们的，而是别人的，可是他们对这样的事情似乎还是感到不知所措。例如，在纽约大学的马丁·L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。这样的困惑在其他一岁大的孩子身上也能看到，他们模仿别的孩子的痛苦，也许是为了更好地理解他们的感受。例如，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自己是否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。 3 Such motor mimicry, as it is called, is the original technical sense of the word empathy as it was first used in the 1920s by E. B. Titchener, an American psychologist. Titchener's theory was that empathy stemmed from a sort of physical imitation of the distress of another, which then evokes the same feelings in oneself. He sought a word that would be distinct from sympathy, which can

全大学英语综合教程第二版课题答案全集

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

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

全新版大学英语综合教程2课文原文及翻译

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

全新版大学英语综合教程2课文原文与翻译

Unit1 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

全新版大学英语第二版综合教程2答案

全新版大学英语第二版综合教程2答案 UNIT1 WAYS OF LEARNING ---------------------------------------------------------------4 Language Sense Enhancement ----------------------------------------------------------------------------------------- 5 Language Focus ---------------------------------------------------------------------------------------------------------- 5 Vocabulary ----------------------------------------------------------------------------------------------------------------- 5 I ------------------------------------------------------------------------------------------------------------------------------ 5 II ----------------------------------------------------------------------------------------------------------------------------- 6 III ---------------------------------------------------------------------------------------------------------------------------- 6 Comprehensive Exercises ----------------------------------------------------------------------------------------------- 7 I. cloze ---------------------------------------------------------------------------------------------------------------- 7 II. translation ----------------------------------------------------------------------------------------------------------- 7 UNIT2 VALUES ----------------------------------------------------------------------------------8 Language Sense Enhancement ----------------------------------------------------------------------------------------- 9 1. ----------------------------------------------------------------------------------------------------------------------------- 9 Language Focus ---------------------------------------------------------------------------------------------------------- 9 Vocabulary ----------------------------------------------------------------------------------------------------------------- 9 I ------------------------------------------------------------------------------------------------------------------------------ 9 II --------------------------------------------------------------------------------------------------------------------------- 10 III -------------------------------------------------------------------------------------------------------------------------- 10 I. cloze -------------------------------------------------------------------------------------------------------------- 11 III. Translation ---------------------------------------------------------------------------------------------------------- 11 UNIT3 THE GENERATION GAP --------------------------------------------------------- 12 Language Sense Enhancement --------------------------------------------------------------------------------------- 13 Language Focus -------------------------------------------------------------------------------------------------------- 13 Vocabulary --------------------------------------------------------------------------------------------------------------- 13 I ---------------------------------------------------------------------------------------------------------------------------- 13 II. Collocation -------------------------------------------------------------------------------------------------------- 14 III. Usage --------------------------------------------------------------------------------------------------------- 14 Comprehensive Exercises --------------------------------------------------------------------------------------------- 14 I. cloze -------------------------------------------------------------------------------------------------------------- 14 II. Translation -------------------------------------------------------------------------------------------------------- 15

全新版大学英语第二版综合教程2课文

BOOK2课文译文 UNIT1 TextA 中国式的学习风格 1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店堂。 我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。 本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。 我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙箱槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握牢本杰明的手，直接将它引向钥匙槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。 我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早期教育（尤其是艺术教育）的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。 两种不同的学习方式

我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是走近槽口的最终目的，既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢？他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙——这两件事到时候同样可以（也应该）示范给他看。 我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙槽口也好，画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能——如美国人那样——将人生视为一系列 的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。 把着手教 回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。 那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、轻轻地把他引向所要到达的确切方向。 我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。

全大学英语综合教程第二版课后练习答案

Unit1 Ways of Learning Vocabulary I 1. 1)insert 2)on occasion 3)investig ate 4)In retrospect 5)initial 6)phenomen a 7)attached 8)make up for 9)is awaiting 10)not; in the least 11)promote 12)emerged 2. 1)a striking contrast between the standards of living in the north of the country and the south. 2)is said to be superior to synthetic fiber. 3)as a financial center has evolved slowly. 4)is not relevant to whether he is a good lawyer. 5)by a little-known sixteen-century Italian poet have found their way into some English magazines. 3. 1)be picked up; can’t accomplish; am exaggerating 2)somewhat; the performance; have neglected; they apply to 3)assist; On the other hand; are valid; a superior II 1)continual 2)continuous 3)continual 4)continuous 5)principal 6)principal 7)principle 8)principles 9)principal III herself by herself/on her own by yourself/on your own Comprehensive Exercises (1) (1)contrast (2)exaggerating (3)priority (4)on the other hand (5)promoting

全新版大学英语综合教程unit课文翻译

Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates. 全球化正在扫除国界、改变国与国之间的关系。这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。 In Search of Davos ManPeter Gumbel 1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the ., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $ billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization." 寻找达沃斯人 彼得·甘贝尔 威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。但别叫他美国人。他今年40岁，过去16年来一直生活在美国以外的地方，先是在伦敦，1996年后在莫斯科经营他自己的投资公司。布劳德如今掌管着价值16亿美元的资产。1998年，他放弃美国护照，成为英国公民，因为他现在的生活中心在欧洲。“国家认同对我来说不重要，”他说，“我觉得自己完全是个国际人。如果你有四个朋友，又喜欢你所做的事情，那么你在哪儿无关紧要。这就是全球化。” 2. Alex Mandl is also a fervent believer in globalization, but he views himself very differently. A former president of AT&T, Mandl, 61, was born in Austria and now runs a French technology company, which is doing more and more business in China. He reckons he spends about 90% of his time traveling on business. But despite all that globetrotting, Mandl who has been a . citizen for 45 years still identifies himself as an American. "I see myself as American without any hesitation. The fact that I spend a lot of time in other places doesn't change that," he says. 亚历克斯·曼德尔也是全球化的狂热信徒，但他对自己的看法与布劳德不同。61岁的曼德尔曾任美国电报电话公司总裁。他出生于奥地利，现在经营着一家法国技术公司，该公司在中国的业务与日俱增。他估计自己几乎90%的时间都花在出差上。然而，尽管曼德尔全球到处跑，已经做了45年美国公民的他还是认为自己是个美国人。“我毫不迟疑地把自己当作美国人。我在其他地方度过很多时间，但是这一事实不能改变我是美国人，”他说。 3. Although Browder and Mandl define their nationality differently, both see their identity as a matter of personal choice, not an accident of birth. And not incidentally, both are Davos Men, members of the international business élite who trek each year to the Swiss Alpine town for the annual meeting of the World Economic Forum, founded in 1971. This week, Browder and Mandl will join more than 2,200 executives, politicians, academics, journalists, writers and a handful of Hollywood stars for five days of networking, parties and endless earnest discussions about everything from post-election Iraq and HIV in Africa to the global supply of oil and the implications of nanotechnology. Yet this year, perhaps more than ever, a hot topic at Davos is Davos itself. Whatever their considerable differences, most Davos Men and

全新版大学英语综合教程教案

Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before