,大学英语, 课程教案
课程名称,大学英语（第四册）
学时数,64
本章名称,Choose to be alone on purpose
学时数,6
授课对象,全院 03级非英语专业学生
授课学期,第四学期
授课教研室,外语系第一教研室
授课教师,外语系第一教研室全体教师
Unit five Choose to be alone on purpose
本章主要内容,Advantages of being alone
教学目的及要求,Learn some important new words and phrases.
Appreciate the passage in section A
教学重点,Comprehension of the material in section A
教学方法及手段,1,Communicative method
2,Audio-lingual method
3,Grammar-translation method
教学时间,6 学时
时间分配,1、开始部分,10-- 20 分钟
2、教授课程,200 分钟
3、内容小结,20分钟
Unit Five
制作人,陈玢
Teaching Content
? Section A Choose to Be
Alone on Purpose
? Section B Roommate
Conflicts
? Listening Part
Teaching Aims
? 1.review some paragraph patterns analyzed in
previous unit.
? 2.Learn how to analyze and organize an essay by
making comparisons and contrast.
? 3.Inspire the students get on well with each
other,learn to link different conflicts
independently and adapt the society,then settle
down their own position as soon as possible.
Focuses
? Reading comprehension of the material in
Section A
Approaches
? Communicative method.
? Audio-lingual method.
? Grammar-translation method.
Time Allocation
? Total time---8 periods.
? Exploration and interpretation of Section A-
--3 periods.
? Reading skills and reading comprehension
of Section B---2 periods.
? Vocabulary and Quiz---1 periods.
? Listening Part---2 periods.
Teaching Procedure
Section A Section B
Listening Part
Lead-in activities:
? A:
? 1.Let students discuss both the advantages and
disadvantages of being alone?
? 2.Which way do you prefer,studying alone or studying
with other people together? Why?
? 3.What do you think of the DINK (double incomes,no kids)
families in China?
? B:
? Refer to the discussing and role-playing of unit 5 on
listening workbooks,(Page.75)
? ——Suppose a person eat in a restaurant alone…
Vocabulary
Small tricks to help students
remember the new words in this
unit:
Nouns
? Expressing someone’s feelings:
solitude/ego/vacuum apology
? Expressing a person,
priest/justice/princess/niece/sportsman
(skate/skater/ski/skier)
Adjective
? Describe a person:
benign/slippery/supreme
? (Note,teachers may explain and give
some models)
Text A nal ysi s,M ain Id ea and S tr uct ur e
As a sor t of US n a tio n al d ise ase,lots of pe op le ar e
li vin g alon e,som e d ivor c e d,som e w id owe d an d som e
n e ve r y e t c omm itt e d, Bu t to b e alon e on p u r p ose is of
Am e r ic an h e r o,S oli tu d e is li k e d b y p oe t s an d
p h il osop h e r s for i n sp ir ation,and im p r ove d b y b e in g
volu n tar y, A lt h ou g h t h ose livi n g w it h ot h e r s m ay
e n joy tem p or ar y soli tu d e,t h ose livi n g in soli tu d e m ay
su ff e r f r om t h e n e e d t o t al k,t h u s b e h avi n g strangel y
an d t alk in g at le n gth t o t h e m se lve s o r t o t h e ir p e ts,
The b e st cure f or t h is i s to sta y r ation al,se tt le d own
an d f i n d gr ac e an d p le asu r e in on e ’ s own c on d itio n,
What i s t he t ext m ai nl y about?
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Language Points:
1.
【 venture】 （ line 7）
risk---v,～ doing sth.
venture---v,～ to do sth,
venture—n,refer to do a difficult thing in danger,esp,
engage in business.
adventure—n,focus on the excitement during the
process of the danger
( Just ) Con si der / L ook at sb.,f or e x am ple
/ i nst ance,do i ng t h i s,doi ng t ha t,and
doing …
就拿某人来说／为例吧,他／她做 ······,
做 ······,做 ······
句型提炼
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应用, a,就拿孔繁森为例吧，他始终视人民
的利益高于一切，他从不徇情枉法，他身体力
行。他被视为清正廉洁的典范。
C onsi der K ong Fansen,f or i nst ance,al w a y s
val uing t he peop l e ’ s i nte res t s above eve ry t h i ng
el se,never bendin g t he l a w f or t he b enef i t o f
his rel at i ves,and e arnes t l y practici n g w ha t he
advoca t es,H e i s se en as t he m i rro r o f hones t y
and u pri ghtnes s.
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应用, b, 就拿他来说吧，他到处进行权钱交易，
结党营私，侵吞公款。他是历代贪官的翻版。
Just l ook at h i m,f or e xam ple,t rad i n g his o f f i ce Just l ook at h i m,f or e xam ple,t rad i n g his o f f i ce
f or mo ne y w herev er he goe s,ga nging up f or h i s f or mo ne y w herev er he goe s,ga nging up f or h i s
ow n pu rpose s,and hel ping hi ms el f i l l ega l l y t o ow n pu rpose s,and hel ping hi ms el f i l l ega l l y t o
t he pub l i c f und s,H e i s t he ver y re f l ect i on o f t he t he pub l i c f und s,H e i s t he ver y re f l ect i on o f t he
cor rupt o f f i ci a l s i n his t or y,cor rupt o f f i ci a l s i n his t or y,
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原句, It ’ s i mpor t a nt t o st a y ra t i ona l, ( L, 64)
T y p ic a l p a t t e r n s f o r s t a t e m e n t o f o n e ’ s id e a s,
It i s i mpor t an t / ess ent i al / desi rab l e/ be t t er
/ advi sabl e / di f f i cul t / … ( f or s b.) t o do st h.
重要的是／至关重要的是／理想的是／最好
是／明智的是／难的是做某事。
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重要的是 保持理性。
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应用, a,一辈子做一次好
事并不难，难的是一辈子
做好事，不做坏事。
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It i s e as y f or o ne t o do goo d once i n his l i f e,It i s e as y f or o ne t o do goo d once i n his l i f e,
but i t i s di f f i cul t f o r one t o do goo d rat her but i t i s di f f i cul t f o r one t o do goo d rat her
t han evi l a l l h i s l i f e.t han evi l a l l h i s l i f e.
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writing techniques
One of the main writing
techniques employed in the
passage is making
comparisons and contrasts.
e.g.1,In Paras.4-10,the author is making a
comparison between people who choose to be
alone(Henry David Thoreau)and people who are
forced to be alone out of some
reasons(William Wordsworth & John Milton) and
a comparison between solitude being
taken as a national disease and as a
characteristic of an American hero.
(Details in the background information)
e.g,2,In Paras.11-13,in fact,this part is skillfully
organized by comparisons,author made a
comparison between two groups of people,people who live
with other people,
some people who live alone,They feel
differently when they are alone,Then the author’s
arguments are supported by details.
Assignment（课后作业）
Composition writing,The Advantages and
Disadvantages of Living Alone
Requirement,list out some comparisons and
contrasts as the details to support each aspect.
Reading skills
Recognizing paragraph patterns.
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
R ead t he f o l l o w i n g parag raphs f ro m Passag e B R ead t he f o l l o w i n g parag raphs f ro m Passag e B
and answ er t he qu est i ons.and answ er t he qu est i ons.
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1,Sarah ’ s abi l i t y t o so l ve her dil e m ma by
roo mi ng w i t h her i denti cal t w i n is un usual,but
t he con f l i ct she f ac ed i s not, Despit e e xt ensi ve
ef f ort s b y ma n y sc hool s t o m ake goo d
roo mm at e ma t che s,unsat i s f ac t or y o utc om es
are com mo n,O ne roo mm at e i s alwa y s c ol d,
w h i l e t he ot her ne ver w an t s t o t urn up the
f urnace,eve n t hou gh t he t herm o me t er say s i t ’ s
mi nus f i ve o uts i de,
?
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
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O ne pers on li kes quiet,w h i l e t he ot her per son
spends t w o hours a day practici ng t he t rumpet,
or t urns up h i s so und sy st e m t o t he point w here
t he w hole roo m vi brat es, O ne eat s o nly
org anic al l y produ ced ve get able s and bel i eve s all
l i vi ng t hings a re h ol y,ev en an t s and mo squit oes,
w h i l e t he ot her l i k es w ear i ng f ur and enj oy s
cut t i ng up f rog s i n biol og y cl ass,
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
K ey,T he aut hor ma kes a l ot o f comp ari sons K ey,T he aut hor ma kes a l ot o f comp ari sons
bet w een di f f ere n t needs,di f f ere n t bet w een di f f ere n t needs,di f f ere n t
hobb i es and d i f f er ent bel i e f s t o br i ng out hobb i es and d i f f er ent bel i e f s t o br i ng out
t he m ai n i dea t ha t t he con f l i ct s a mo n g t he m ai n i dea t ha t t he con f l i ct s a mo n g
roo mm at es are no t uncomm on.roo mm at es are no t uncomm on.
B, H ow does t he a uthor supp ort t he ma i n idea?B, H ow does t he a uthor supp ort t he ma i n idea?
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Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
K ey,It i s a g enera l st at e me nt s upp or t ed by K ey,It i s a g enera l st at e me nt s upp or t ed by
com pari sons and c ontr ast s,The w or d is com pari sons and c ontr ast s,The w or d is
“,w h i l ew h i l e,”,w hic h ap peare d thre e t i me s,,w hic h ap peare d thre e t i me s,
C, What i s t he st r uct ure o f t he para gra ph? C, What i s t he st r uct ure o f t he para gra ph?
Whic h w ord gi ves t he hint abou t t he patt ern Whic h w ord gi ves t he hint abou t t he patt ern
y ou rec ogni zed?y ou rec ogni zed?
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Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
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2,In ext rem e c ase s,r oom ma t e c on f l i ct can l ead t o
ser i ous vi ol ence,a s i t did a t H arv ard l ast
spri ng,O ne s t ude nt ki l l ed her r oom ma t e
bef ore co mmit t i ng sui ci de,M an y sc h ool s have
st art ed con f l i c t re s ol uti on progra ms t o ca l m
t ensi ons t ha t ot her w i se can bui l d up l i ke a
vol cano pre pari ng t o ex plode,ul t i ma t el y
res ult i ng i n ph y si c al vi ol ence,So me col l ege s
have res ort ed t o, roo mm at e c on t rac t s, t hat a l l
new s t udents f i l l o ut a nd sign a f t er a t t ending a
sem i nar on ro om ma t e r el a t i ons,
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
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Students det a i l be havi ora l guide l i ne s f or t hei r
roo m,i ncl ud i ng ac cept able hours f or st udy and
sl eep,a poli c y f or use of eac h o t her ’ s posse ssi ons
and h ow me ssa ges w i l l be handled,A l t hough the
cont rac t s ar e not binding and w i l l n eve r go t o a
j ury,co p i es are gi ven t o t he f l oor ’ s r esi denti a l
advi ser i n case con f l i c t s l a t er ari se., T he
cont rac t gi ves us p erm i ssi on t o t a l k a bout i ssues
w h i ch st uden t s f or get or are a f rai d t o t al k about,”
say s t he d i rec t or o f re s i dent i al progr am s.
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
K ey:K ey,T he w ri t er st art s w i t h iden t i f yi ng t he T he w ri t er st art s w i t h iden t i f yi ng t he
proble m,roo mm a t e c on f l i ct can l ead t o se ri ous proble m,roo mm a t e c on f l i ct can l ead t o se ri ous
vi ol ence w i t h an e xam ple pres ent ed,T hen he vi ol ence w i t h an e xam ple pres ent ed,T hen he
of f ers som e s o l ut i o ns,con f l i ct re so l ut i on of f ers som e s o l ut i o ns,con f l i ct re so l ut i on
progr am s t o ca l m t ensi ons w i t h de t ai l s progr am s t o ca l m t ensi ons w i t h de t ai l s
specif i ed,An d at l ast he ev al uate s t h e c onfl i c t specif i ed,An d at l ast he ev al uate s t h e c onfl i c t
res ol uti on progra ms, T hough room ma t e res ol uti on progra ms, T hough room ma t e
cont rac t s or behav i ora l guide l i nes ar e not l ega l cont rac t s or behav i ora l guide l i nes ar e not l ega l
docume nts,t hese w ou l d at l eas t g i ve t he sc hool docume nts,t hese w ou l d at l eas t g i ve t he sc hool
perm i ssi on t o t a l k about t he i ssues w i t h the perm i ssi on t o t a l k about t he i ssues w i t h the
st udents.st udents.
B, H ow does t he w ri t er org aniz e h i s i deas?B, H ow does t he w ri t er org aniz e h i s i deas?
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Q, 1.Q, 1,_____ _____ When K at i e and her i den t i cal t w i n
Sarah ent ere d the univer si t y,t he y w ere
arr anged t o l i ve i n t he sam e r oom,
R ef er t o ParaR ef er t o Para, 1,1
Direc tion s:Direc tion s,R e ad the f ollo w in g statem e n ts R e ad the f ollo w in g statem e n ts
c ar e f u ll y,a n d d e c id e w h e ther the y ar e tr u e c ar e f u ll y,a n d d e c id e w h e ther the y ar e tr u e
(( TT ) or f alse () or f alse ( FF ) a c c or d in g to t h e te x t.) a c c or d in g to t h e te x t.
FF
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Q, 2.Q, 2,____ _ Di f f er ences i n the per so nali t i es o f ____ _ Di f f er ences i n the per so nali t i es o f
t he st udents s har i ng t he sam e r oom w i l l t he st udents s har i ng t he sam e r oom w i l l
af f ect nega t i ve l y t hei r unive rsit y l i f e,af f ect nega t i ve l y t hei r unive rsit y l i f e,
Q, 3.Q, 3,____ _ Room ma t e c ontr ac t s gi v e t he ____ _ Room ma t e c ontr ac t s gi v e t he
res i denti a l advi ser t he ri ght t o super vi se res i denti a l advi ser t he ri ght t o super vi se
and u rge t he st ude nts t o obse rve t he and u rge t he st ude nts t o obse rve t he
t erm s t he yt erm s t he y ’’ ve a gre ed t o f ol l o w,ve a gre ed t o f ol l o w,
R ef er t o Para,4R ef er t o Para,4
TT
R ef er t o Para,7R ef er t o Para,7
TT
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Q, 4.Q, 4,____ _ O nce any st uden t vi o l at es t he t erm s ____ _ O nce any st uden t vi o l at es t he t erm s
of t he cont rac t,a ju ry w ou l d be cal l e d to of t he cont rac t,a ju ry w ou l d be cal l e d to
sol ve t he proble m.sol ve t he proble m.
R ef er t o Para,7R ef er t o Para,7
FF
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Q, 5.Q, 5,_____ _____ C om p ute ri zed m a t chi ng i s a r andom C om p ute ri zed m a t chi ng i s a r andom
(( 任意的任意的 ) ) se l ection w i t hou t an y re aso nable se l ection w i t hou t an y re aso nable
basi s.basi s.
R ef er t o Para,8R ef er t o Para,8
FF
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Q, 6.Q, 6,_____ _____ Paren t s w ould l i ke t o m i nim i ze (Paren t s w ould l i ke t o m i nim i ze ( 使降使降
至到最低限度至到最低限度 ) ) t he i r c hil drent he i r c hil dren ’’ s bad h abit s s bad h abit s
and im pose t he i r o w n w i shes o n t hei r and im pose t he i r o w n w i shes o n t hei r
chi l dren.chi l dren.
Q, 7.Q, 7,____ _ H o w t o m at ch t he s t ude nts becom es ____ _ H o w t o m at ch t he s t ude nts becom es
a headache f or ho using w orker s as t hey a headache f or ho using w orker s as t hey
are not sure about t he sty l e o f univer si t y are not sure about t he sty l e o f univer si t y
l i f e t hat su i t s t he s t udents bes t,l i f e t hat su i t s t he s t udents bes t,
R ef er t o Para,8R ef er t o Para,8
TT
R ef er t o Para,8R ef er t o Para,8
TT
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Text Structure Analysis:
Abstract:
The passage relates the room
conflicts with paradigmatic methods,
the bad effects and what
has been done by the school in order
to solve it.
? Part One (Paras.1-3) Room
conflicts the identical twins
Katie and Sarah Monahan met in
the school．
? Part Two (Paras, 4-7) Reasons
and bad effects of room
conflicts．
? Part Three (Paras.8-9) The
measures taken by the school in
order to solve it.
Organization
Language Points:
? 1.strike out(line 2),make an independent
effort独立闯新路, 独立开创
? e.g,I knew it was time that l struck out
on my own.我知道是自己独立的时候了 。
? John quit his job and struck out as a
journalist,约翰辞去了原来的工作,开始做记
者 。
? [应考指要 ]strike out at sb.／ sth,意思是
(对准某儿某物 )猛力打去, 猛力攻击,
例如,In a recent article she strikes
out at her critics．
她最近写了一篇文章, 对批评她
的人予以猛烈的回击 。
2.give up on(line 7),admit defeat in
one’s efforts as hopeless 对 …… 表示绝
望
e.g,The angry father said he gave up
on his good—for—nothing son．
生气的父亲说对己一无是处的儿子已经绝望了。
3.before long,soon很快, 不久 (line 9)
e.g,Before long, the noise dropped
completely and the boat began to drift
gently across the water,不久, 轰鸣声
完全消失了, 于是这只船开始慢悠悠地在水
面上漂浮着 。
[应考指要 ]另一个短语 long before是很久以
前的意思 。 单独使用, 一般用在过去完成时
的句子里 。 注意两个短语意思的区别 。
例如,She said she had seen the film long before．
她说她很久以前就看过这部电影。
4,spring from (line 33),have its or
one’s origin in (usu,sth.) 源于,
从 …… 产生出来
e.g,Hatred often springs from fear
,仇恨常常源于恐惧 。
He prang from a noble family,他出身贵
族 。
[应考指要 ]在口语中, 这个短语还可指从 (某
处 )突然地或意外地出现,
例如,Where in the world did you spring from? 你
是打哪儿冒出来的?
5,5.resort,vt,(to)use sth,for help,
because one cannot find any other way 求助,
采用 (line 40)
e.g,I’m sorry you have resorted to
deception,我很遗憾你竟用欺骗手段 。
[应考指要 ]动词 resort经常与介词 to连接 。 另外
resort还可以是名词, 很多意思 1)度假胜地, 例
如,A month of holidays in the summer
resort will certainly bring you around,到
休养圣地去疗养一个月肯定会使你恢复健康 。 2)
常 去的 地方, 例 如,This restaurant is my
favorite resort,这饭馆是我最爱去的地方 。
5.resort to make use of 凭借，求助，诉
诸,
e.g,If negotiations fail we will
have to resort to strike action．
假若谈判失败，我们就采取罢工行
动。
6,head off,prevent sth,from happening
阻止，拦住 … (line 47)
e.g,The shepherd tried to head off a flock of
sheep．牧羊人试图拦截一群羊。
7,against all the odds：尽管有极
大的困难, 出乎意料地达到 (line 64)
e.g,Against all the odds she
achieved her dream of becoming a
ballerina.
她冲破重重困难, 实现了
当芭蕾舞演员的梦想 。
Listening Part (2 periods)
?l Listen to 10-15 short
conversations and finish the
exercise.
?l Listen to 2-3 passages
and finish the exercise.
?
课程名称,大学英语（第四册）
学时数,64
本章名称,Choose to be alone on purpose
学时数,6
授课对象,全院 03级非英语专业学生
授课学期,第四学期
授课教研室,外语系第一教研室
授课教师,外语系第一教研室全体教师
Unit five Choose to be alone on purpose
本章主要内容,Advantages of being alone
教学目的及要求,Learn some important new words and phrases.
Appreciate the passage in section A
教学重点,Comprehension of the material in section A
教学方法及手段,1,Communicative method
2,Audio-lingual method
3,Grammar-translation method
教学时间,6 学时
时间分配,1、开始部分,10-- 20 分钟
2、教授课程,200 分钟
3、内容小结,20分钟
Unit Five
制作人,陈玢
Teaching Content
? Section A Choose to Be
Alone on Purpose
? Section B Roommate
Conflicts
? Listening Part
Teaching Aims
? 1.review some paragraph patterns analyzed in
previous unit.
? 2.Learn how to analyze and organize an essay by
making comparisons and contrast.
? 3.Inspire the students get on well with each
other,learn to link different conflicts
independently and adapt the society,then settle
down their own position as soon as possible.
Focuses
? Reading comprehension of the material in
Section A
Approaches
? Communicative method.
? Audio-lingual method.
? Grammar-translation method.
Time Allocation
? Total time---8 periods.
? Exploration and interpretation of Section A-
--3 periods.
? Reading skills and reading comprehension
of Section B---2 periods.
? Vocabulary and Quiz---1 periods.
? Listening Part---2 periods.
Teaching Procedure
Section A Section B
Listening Part
Lead-in activities:
? A:
? 1.Let students discuss both the advantages and
disadvantages of being alone?
? 2.Which way do you prefer,studying alone or studying
with other people together? Why?
? 3.What do you think of the DINK (double incomes,no kids)
families in China?
? B:
? Refer to the discussing and role-playing of unit 5 on
listening workbooks,(Page.75)
? ——Suppose a person eat in a restaurant alone…
Vocabulary
Small tricks to help students
remember the new words in this
unit:
Nouns
? Expressing someone’s feelings:
solitude/ego/vacuum apology
? Expressing a person,
priest/justice/princess/niece/sportsman
(skate/skater/ski/skier)
Adjective
? Describe a person:
benign/slippery/supreme
? (Note,teachers may explain and give
some models)
Text A nal ysi s,M ain Id ea and S tr uct ur e
As a sor t of US n a tio n al d ise ase,lots of pe op le ar e
li vin g alon e,som e d ivor c e d,som e w id owe d an d som e
n e ve r y e t c omm itt e d, Bu t to b e alon e on p u r p ose is of
Am e r ic an h e r o,S oli tu d e is li k e d b y p oe t s an d
p h il osop h e r s for i n sp ir ation,and im p r ove d b y b e in g
volu n tar y, A lt h ou g h t h ose livi n g w it h ot h e r s m ay
e n joy tem p or ar y soli tu d e,t h ose livi n g in soli tu d e m ay
su ff e r f r om t h e n e e d t o t al k,t h u s b e h avi n g strangel y
an d t alk in g at le n gth t o t h e m se lve s o r t o t h e ir p e ts,
The b e st cure f or t h is i s to sta y r ation al,se tt le d own
an d f i n d gr ac e an d p le asu r e in on e ’ s own c on d itio n,
What i s t he t ext m ai nl y about?
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Language Points:
1.
【 venture】 （ line 7）
risk---v,～ doing sth.
venture---v,～ to do sth,
venture—n,refer to do a difficult thing in danger,esp,
engage in business.
adventure—n,focus on the excitement during the
process of the danger
( Just ) Con si der / L ook at sb.,f or e x am ple
/ i nst ance,do i ng t h i s,doi ng t ha t,and
doing …
就拿某人来说／为例吧,他／她做 ······,
做 ······,做 ······
句型提炼
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应用, a,就拿孔繁森为例吧，他始终视人民
的利益高于一切，他从不徇情枉法，他身体力
行。他被视为清正廉洁的典范。
C onsi der K ong Fansen,f or i nst ance,al w a y s
val uing t he peop l e ’ s i nte res t s above eve ry t h i ng
el se,never bendin g t he l a w f or t he b enef i t o f
his rel at i ves,and e arnes t l y practici n g w ha t he
advoca t es,H e i s se en as t he m i rro r o f hones t y
and u pri ghtnes s.
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应用, b, 就拿他来说吧，他到处进行权钱交易，
结党营私，侵吞公款。他是历代贪官的翻版。
Just l ook at h i m,f or e xam ple,t rad i n g his o f f i ce Just l ook at h i m,f or e xam ple,t rad i n g his o f f i ce
f or mo ne y w herev er he goe s,ga nging up f or h i s f or mo ne y w herev er he goe s,ga nging up f or h i s
ow n pu rpose s,and hel ping hi ms el f i l l ega l l y t o ow n pu rpose s,and hel ping hi ms el f i l l ega l l y t o
t he pub l i c f und s,H e i s t he ver y re f l ect i on o f t he t he pub l i c f und s,H e i s t he ver y re f l ect i on o f t he
cor rupt o f f i ci a l s i n his t or y,cor rupt o f f i ci a l s i n his t or y,
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原句, It ’ s i mpor t a nt t o st a y ra t i ona l, ( L, 64)
T y p ic a l p a t t e r n s f o r s t a t e m e n t o f o n e ’ s id e a s,
It i s i mpor t an t / ess ent i al / desi rab l e/ be t t er
/ advi sabl e / di f f i cul t / … ( f or s b.) t o do st h.
重要的是／至关重要的是／理想的是／最好
是／明智的是／难的是做某事。
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重要的是 保持理性。
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应用, a,一辈子做一次好
事并不难，难的是一辈子
做好事，不做坏事。
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It i s e as y f or o ne t o do goo d once i n his l i f e,It i s e as y f or o ne t o do goo d once i n his l i f e,
but i t i s di f f i cul t f o r one t o do goo d rat her but i t i s di f f i cul t f o r one t o do goo d rat her
t han evi l a l l h i s l i f e.t han evi l a l l h i s l i f e.
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writing techniques
One of the main writing
techniques employed in the
passage is making
comparisons and contrasts.
e.g.1,In Paras.4-10,the author is making a
comparison between people who choose to be
alone(Henry David Thoreau)and people who are
forced to be alone out of some
reasons(William Wordsworth & John Milton) and
a comparison between solitude being
taken as a national disease and as a
characteristic of an American hero.
(Details in the background information)
e.g,2,In Paras.11-13,in fact,this part is skillfully
organized by comparisons,author made a
comparison between two groups of people,people who live
with other people,
some people who live alone,They feel
differently when they are alone,Then the author’s
arguments are supported by details.
Assignment（课后作业）
Composition writing,The Advantages and
Disadvantages of Living Alone
Requirement,list out some comparisons and
contrasts as the details to support each aspect.
Reading skills
Recognizing paragraph patterns.
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
R ead t he f o l l o w i n g parag raphs f ro m Passag e B R ead t he f o l l o w i n g parag raphs f ro m Passag e B
and answ er t he qu est i ons.and answ er t he qu est i ons.
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1,Sarah ’ s abi l i t y t o so l ve her dil e m ma by
roo mi ng w i t h her i denti cal t w i n is un usual,but
t he con f l i ct she f ac ed i s not, Despit e e xt ensi ve
ef f ort s b y ma n y sc hool s t o m ake goo d
roo mm at e ma t che s,unsat i s f ac t or y o utc om es
are com mo n,O ne roo mm at e i s alwa y s c ol d,
w h i l e t he ot her ne ver w an t s t o t urn up the
f urnace,eve n t hou gh t he t herm o me t er say s i t ’ s
mi nus f i ve o uts i de,
?
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
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O ne pers on li kes quiet,w h i l e t he ot her per son
spends t w o hours a day practici ng t he t rumpet,
or t urns up h i s so und sy st e m t o t he point w here
t he w hole roo m vi brat es, O ne eat s o nly
org anic al l y produ ced ve get able s and bel i eve s all
l i vi ng t hings a re h ol y,ev en an t s and mo squit oes,
w h i l e t he ot her l i k es w ear i ng f ur and enj oy s
cut t i ng up f rog s i n biol og y cl ass,
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
K ey,T he aut hor ma kes a l ot o f comp ari sons K ey,T he aut hor ma kes a l ot o f comp ari sons
bet w een di f f ere n t needs,di f f ere n t bet w een di f f ere n t needs,di f f ere n t
hobb i es and d i f f er ent bel i e f s t o br i ng out hobb i es and d i f f er ent bel i e f s t o br i ng out
t he m ai n i dea t ha t t he con f l i ct s a mo n g t he m ai n i dea t ha t t he con f l i ct s a mo n g
roo mm at es are no t uncomm on.roo mm at es are no t uncomm on.
B, H ow does t he a uthor supp ort t he ma i n idea?B, H ow does t he a uthor supp ort t he ma i n idea?
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Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
K ey,It i s a g enera l st at e me nt s upp or t ed by K ey,It i s a g enera l st at e me nt s upp or t ed by
com pari sons and c ontr ast s,The w or d is com pari sons and c ontr ast s,The w or d is
“,w h i l ew h i l e,”,w hic h ap peare d thre e t i me s,,w hic h ap peare d thre e t i me s,
C, What i s t he st r uct ure o f t he para gra ph? C, What i s t he st r uct ure o f t he para gra ph?
Whic h w ord gi ves t he hint abou t t he patt ern Whic h w ord gi ves t he hint abou t t he patt ern
y ou rec ogni zed?y ou rec ogni zed?
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Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
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2,In ext rem e c ase s,r oom ma t e c on f l i ct can l ead t o
ser i ous vi ol ence,a s i t did a t H arv ard l ast
spri ng,O ne s t ude nt ki l l ed her r oom ma t e
bef ore co mmit t i ng sui ci de,M an y sc h ool s have
st art ed con f l i c t re s ol uti on progra ms t o ca l m
t ensi ons t ha t ot her w i se can bui l d up l i ke a
vol cano pre pari ng t o ex plode,ul t i ma t el y
res ult i ng i n ph y si c al vi ol ence,So me col l ege s
have res ort ed t o, roo mm at e c on t rac t s, t hat a l l
new s t udents f i l l o ut a nd sign a f t er a t t ending a
sem i nar on ro om ma t e r el a t i ons,
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
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Students det a i l be havi ora l guide l i ne s f or t hei r
roo m,i ncl ud i ng ac cept able hours f or st udy and
sl eep,a poli c y f or use of eac h o t her ’ s posse ssi ons
and h ow me ssa ges w i l l be handled,A l t hough the
cont rac t s ar e not binding and w i l l n eve r go t o a
j ury,co p i es are gi ven t o t he f l oor ’ s r esi denti a l
advi ser i n case con f l i c t s l a t er ari se., T he
cont rac t gi ves us p erm i ssi on t o t a l k a bout i ssues
w h i ch st uden t s f or get or are a f rai d t o t al k about,”
say s t he d i rec t or o f re s i dent i al progr am s.
Re ading Skill s, P r ac ti c eRe ading Skill s, P r ac ti c e
K ey:K ey,T he w ri t er st art s w i t h iden t i f yi ng t he T he w ri t er st art s w i t h iden t i f yi ng t he
proble m,roo mm a t e c on f l i ct can l ead t o se ri ous proble m,roo mm a t e c on f l i ct can l ead t o se ri ous
vi ol ence w i t h an e xam ple pres ent ed,T hen he vi ol ence w i t h an e xam ple pres ent ed,T hen he
of f ers som e s o l ut i o ns,con f l i ct re so l ut i on of f ers som e s o l ut i o ns,con f l i ct re so l ut i on
progr am s t o ca l m t ensi ons w i t h de t ai l s progr am s t o ca l m t ensi ons w i t h de t ai l s
specif i ed,An d at l ast he ev al uate s t h e c onfl i c t specif i ed,An d at l ast he ev al uate s t h e c onfl i c t
res ol uti on progra ms, T hough room ma t e res ol uti on progra ms, T hough room ma t e
cont rac t s or behav i ora l guide l i nes ar e not l ega l cont rac t s or behav i ora l guide l i nes ar e not l ega l
docume nts,t hese w ou l d at l eas t g i ve t he sc hool docume nts,t hese w ou l d at l eas t g i ve t he sc hool
perm i ssi on t o t a l k about t he i ssues w i t h the perm i ssi on t o t a l k about t he i ssues w i t h the
st udents.st udents.
B, H ow does t he w ri t er org aniz e h i s i deas?B, H ow does t he w ri t er org aniz e h i s i deas?
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Q, 1.Q, 1,_____ _____ When K at i e and her i den t i cal t w i n
Sarah ent ere d the univer si t y,t he y w ere
arr anged t o l i ve i n t he sam e r oom,
R ef er t o ParaR ef er t o Para, 1,1
Direc tion s:Direc tion s,R e ad the f ollo w in g statem e n ts R e ad the f ollo w in g statem e n ts
c ar e f u ll y,a n d d e c id e w h e ther the y ar e tr u e c ar e f u ll y,a n d d e c id e w h e ther the y ar e tr u e
(( TT ) or f alse () or f alse ( FF ) a c c or d in g to t h e te x t.) a c c or d in g to t h e te x t.
FF
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Q, 2.Q, 2,____ _ Di f f er ences i n the per so nali t i es o f ____ _ Di f f er ences i n the per so nali t i es o f
t he st udents s har i ng t he sam e r oom w i l l t he st udents s har i ng t he sam e r oom w i l l
af f ect nega t i ve l y t hei r unive rsit y l i f e,af f ect nega t i ve l y t hei r unive rsit y l i f e,
Q, 3.Q, 3,____ _ Room ma t e c ontr ac t s gi v e t he ____ _ Room ma t e c ontr ac t s gi v e t he
res i denti a l advi ser t he ri ght t o super vi se res i denti a l advi ser t he ri ght t o super vi se
and u rge t he st ude nts t o obse rve t he and u rge t he st ude nts t o obse rve t he
t erm s t he yt erm s t he y ’’ ve a gre ed t o f ol l o w,ve a gre ed t o f ol l o w,
R ef er t o Para,4R ef er t o Para,4
TT
R ef er t o Para,7R ef er t o Para,7
TT
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Q, 4.Q, 4,____ _ O nce any st uden t vi o l at es t he t erm s ____ _ O nce any st uden t vi o l at es t he t erm s
of t he cont rac t,a ju ry w ou l d be cal l e d to of t he cont rac t,a ju ry w ou l d be cal l e d to
sol ve t he proble m.sol ve t he proble m.
R ef er t o Para,7R ef er t o Para,7
FF
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Q, 5.Q, 5,_____ _____ C om p ute ri zed m a t chi ng i s a r andom C om p ute ri zed m a t chi ng i s a r andom
(( 任意的任意的 ) ) se l ection w i t hou t an y re aso nable se l ection w i t hou t an y re aso nable
basi s.basi s.
R ef er t o Para,8R ef er t o Para,8
FF
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Q, 6.Q, 6,_____ _____ Paren t s w ould l i ke t o m i nim i ze (Paren t s w ould l i ke t o m i nim i ze ( 使降使降
至到最低限度至到最低限度 ) ) t he i r c hil drent he i r c hil dren ’’ s bad h abit s s bad h abit s
and im pose t he i r o w n w i shes o n t hei r and im pose t he i r o w n w i shes o n t hei r
chi l dren.chi l dren.
Q, 7.Q, 7,____ _ H o w t o m at ch t he s t ude nts becom es ____ _ H o w t o m at ch t he s t ude nts becom es
a headache f or ho using w orker s as t hey a headache f or ho using w orker s as t hey
are not sure about t he sty l e o f univer si t y are not sure about t he sty l e o f univer si t y
l i f e t hat su i t s t he s t udents bes t,l i f e t hat su i t s t he s t udents bes t,
R ef er t o Para,8R ef er t o Para,8
TT
R ef er t o Para,8R ef er t o Para,8
TT
ⅡⅡ,, T e x t B, Com pr e hens i on G uide
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Text Structure Analysis:
Abstract:
The passage relates the room
conflicts with paradigmatic methods,
the bad effects and what
has been done by the school in order
to solve it.
? Part One (Paras.1-3) Room
conflicts the identical twins
Katie and Sarah Monahan met in
the school．
? Part Two (Paras, 4-7) Reasons
and bad effects of room
conflicts．
? Part Three (Paras.8-9) The
measures taken by the school in
order to solve it.
Organization
Language Points:
? 1.strike out(line 2),make an independent
effort独立闯新路, 独立开创
? e.g,I knew it was time that l struck out
on my own.我知道是自己独立的时候了 。
? John quit his job and struck out as a
journalist,约翰辞去了原来的工作,开始做记
者 。
? [应考指要 ]strike out at sb.／ sth,意思是
(对准某儿某物 )猛力打去, 猛力攻击,
例如,In a recent article she strikes
out at her critics．
她最近写了一篇文章, 对批评她
的人予以猛烈的回击 。
2.give up on(line 7),admit defeat in
one’s efforts as hopeless 对 …… 表示绝
望
e.g,The angry father said he gave up
on his good—for—nothing son．
生气的父亲说对己一无是处的儿子已经绝望了。
3.before long,soon很快, 不久 (line 9)
e.g,Before long, the noise dropped
completely and the boat began to drift
gently across the water,不久, 轰鸣声
完全消失了, 于是这只船开始慢悠悠地在水
面上漂浮着 。
[应考指要 ]另一个短语 long before是很久以
前的意思 。 单独使用, 一般用在过去完成时
的句子里 。 注意两个短语意思的区别 。
例如,She said she had seen the film long before．
她说她很久以前就看过这部电影。
4,spring from (line 33),have its or
one’s origin in (usu,sth.) 源于,
从 …… 产生出来
e.g,Hatred often springs from fear
,仇恨常常源于恐惧 。
He prang from a noble family,他出身贵
族 。
[应考指要 ]在口语中, 这个短语还可指从 (某
处 )突然地或意外地出现,
例如,Where in the world did you spring from? 你
是打哪儿冒出来的?
5,5.resort,vt,(to)use sth,for help,
because one cannot find any other way 求助,
采用 (line 40)
e.g,I’m sorry you have resorted to
deception,我很遗憾你竟用欺骗手段 。
[应考指要 ]动词 resort经常与介词 to连接 。 另外
resort还可以是名词, 很多意思 1)度假胜地, 例
如,A month of holidays in the summer
resort will certainly bring you around,到
休养圣地去疗养一个月肯定会使你恢复健康 。 2)
常 去的 地方, 例 如,This restaurant is my
favorite resort,这饭馆是我最爱去的地方 。
5.resort to make use of 凭借，求助，诉
诸,
e.g,If negotiations fail we will
have to resort to strike action．
假若谈判失败，我们就采取罢工行
动。
6,head off,prevent sth,from happening
阻止，拦住 … (line 47)
e.g,The shepherd tried to head off a flock of
sheep．牧羊人试图拦截一群羊。
7,against all the odds：尽管有极
大的困难, 出乎意料地达到 (line 64)
e.g,Against all the odds she
achieved her dream of becoming a
ballerina.
她冲破重重困难, 实现了
当芭蕾舞演员的梦想 。
Listening Part (2 periods)
?l Listen to 10-15 short
conversations and finish the
exercise.
?l Listen to 2-3 passages
and finish the exercise.
?
