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新进阶3 综合Unit

New Progressive College English Book III UNIT 1 Working Holiday Abroad

Unit 1 Working Holiday Abroad

1. Teaching Objectives:

Students will be able to

A. discuss the relevant topics

B. understand the text with skimming and scanning

C. learn languages, . words, phrases, difficult structures

D. think further

2. Time Allotment:

1st Period: Lead-in Activities (Warm-up activities; Discussion about working holiday abroad )

2nd Period: Global-reading Activities (Text: Approaching the theme; analyzing the text organization)

3rd Period: Detailed reading Activities (Understanding the Text in a deeper level, analyzing difficult sentence structures)

4th Period: Detailed reading Activities (Learning new words, summarizing good usage)

5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation)

6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment)

3. Teaching Procedures:

Lead-in Activities

Step 1. Warm-up activities

Introduce the topic to the class: Working Holiday Abroad, and ask students the question:

“What a working holiday is ?”

Ask the students to watch twice a video clip of a talk about a working holiday in Opener

Ask the students to understand the main points by filling blanks of the summary given in

Opener

Help the students to sum up the main points of the talk about a working holiday:

? A working holiday is when you spend a significant amount of time in another country and have the working rights to back it up. You are able to pick up a job or two (or 6) and

break that arrangement up by traveling or moving on to a new location in the country.

?With a working holiday visa, you can work as you go

? A working holiday could end up being a life-changing experience.

? A working holiday can do wonders for really introducing you to a new culture.

Method:Method: PPT; communicative approach.

Step 2: Discussion about joys and challenges of taking working holidays overseas

Have students work in pair talking about joys and challenges of taking working holidays

overseas and invites some students to report to the class.

Method: Using task-based language teaching method, communicative approach.

Global reading

Step 1. Approaching the theme

The teacher asks students questions: How would you like to take a working holiday abroad ? Do you think it would suit you or take too far away from the world in which you feel comfortable ? Do you want to experience joys and challenges of taking working holiday? The students’ answers may vary. Then the teacher tells students that they will learn a text about a person’s real experience of taking working holiday abroad, and they will know what it is really like to take working holiday abroad.

Method: PPT; communicative approach.

Analyzing the text organization

The teacher tells students that the text can be divided into six parts which have been given in the Text Organization. Then students should summarize the main idea of each part and compare notes with each other.

Method: skimming and scanning, communicative approach

Procedure

1) Students are asked to read the passage carefully again and for each paragraph (sometimes

two-three paragraphs), invite students to answer questions related to difficult sentences and understanding of each paragraph.

2) Help Ss find out the good usage in the text and underlined them.

3) Learn new words in details.

Purpose: Further understand the text and train scanning ability to learn difficult sentence structures as well as new words and expressions.

Method: Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach.

Step 1. Questions related to difficult sentences and understanding of each paragraph.

Q: What happened to the author before she left for Canada ?

A: She lost her grandmother, her job and had two car crashes in five months.

Q:What did the author and her co-workers do after work ?

A: They met up for dinner, ladies night and sightseeing excursions. The author taught her co-workers an Australian word of the day and they helped her understand the Canadian use of “eh” at the end of sentences.

Q: What did they do while at work ?

A: They listened to 90s music, drank their daily Starbucks and served their friendly regulars.

Q: What does the author mean by saying “ it didn’t feel like my job ?

A: She loved her job so much that she didn’t feel she was working.

Q: Where did she travel ?

A: She did a massive circle, starting from Vancouver, going all the way to the East Coast, then across Southern USA and finally up the West Coast.

Q: How did she feel on her trip across Canada and the United States ?

A: he was proud of herself for constantly stepping out of her comfort zone and embracing the unknown.

Q: What is her obsession ?

A: She is obsessed with browsing craft and design blogs and watching the Lifestyle channel.

Q: In what sense has Vancouver helped the author become a better person?

A: Vancouver has helped her to grow personally, have fun professionally and gain confidence. Language Focus

Difficult sentences:

1) Prior to leaving, I was not in a good place. (Para. 2)

Before leaving Australia, I had gone through a very difficult period and was low in spirits.

出发前，我的境况不好。

2) I had suffered a lot of personal blows and felt emotionally stretched. (Para. 2)

I had gone through many unfortunate events and felt stressed.

个人生活上经受了许多打击，精神压力很大。

3) …and for once I didn’t hate it. (Para. 5)

…and unlike in the past, this time I actually enjoyed socializing.

而这次我一点都不讨厌社交了。

4) I loved that they accepted me for my socially awkward self. (Para. 5)

I loved that my colleagues accepted me although I was not good at socializing.

让我感到欣慰的是他们接纳了不善社交的我。

5) For the first nine months I worked two jobs. (Para. 6)

For the first nine months I did two jobs.

前9个月里我干了两份活。

Here “work” is used as a transitive verb.

. She has to work multiple jobs to support her family.

为养家糊口她打好几份工。

6) My heart and my head are constantly torn between what they want in the future. (Para. 13)

I found it difficult to choose between two different paths for my future.

至于我的生活将来怎么过，我的情感和我的理智往往处在冲突之中。

7) Oh, and I kind of want a dog. Now that’s nesting. (Para. 14)

Oh, and I’d like to keep a dog, which shows I really do want to settle down.

我还想养一条狗。这样就更有家的感觉了。

Grammatical focus

non-restrictive attributive clause

non-restrictive attributive clause s add, but not essential information and(非限定性定语从句) is an adjective clause set off from the main clause by commas. It provide but not essential information and does not restrict or limit the noun it modifies

e. g . Our guide，who was a French Canadian，was an excellent cook.

我们的向导，一个法裔加拿大人，擅长于烹调。

These apple trees，which I planted three years ago，have not borne any fruit.

这些苹果树是我三年前栽的，还没有结过果实。

He said that he had never seen her before，which was not true.

他说以前从没见过她，这不是真的。

In the presence of so many people he was little tense, which was understandable.

在那么多人面前他有点紧张，这是可以理解的。

Difficult words and phrases

1) prior to: (fml) before 在……之前

. These guidelines can help you learn about what you will need to do prior to your arrival at Michigan State University.

这些指南帮助你了解在抵达密歇根州立大学之前你需要做些什么。

2) in the form of: 以……的形式（出现）

. Our previous investment in Eastern Europe has been mainly in the form of joint ventures.

我们之前在东欧的投资主要采取合资的形式。

3) fill out: complete (a document, form, etc.) by providing required information 填写

. Please fill out the documents and send them by post to the following address.

请填妥文件并寄往下面的地址。

4) paperwork: n. 文书工作

. This job may require you to do a lot of paperwork.

这项工作需要你处理不少文书工作。

5) make friends (with sb.): 交朋友

. Jack tried to make friends with his new neighbor.

杰克试图跟新邻居交朋友。

6) meet up: meet sb., especially by arrangement （按照安排）见面，会面

. We all agree that we will meet up on our 30th college graduation anniversary.

我们一致约定大学毕业30年再相会。

7) sightseeing: n. 观光，游览

. They are still in high spirits despite a 10-hour day of sightseeing.

他们白天游览了10个小时，但依然兴致勃勃。

8) excursion: n. a short journey made for pleasure 远足，短途旅行

. Students went on an excursion to the Grand Canyon.

学生去大峡谷短途旅行了

9) for once: 就这一回，难得一次

. Tim often complains about the foods the school cafeteria serves. However, for once, Tim is not complaining today.

蒂姆总抱怨学校食堂的饭菜。今天他是难得的没挑剔。

10) stress out: make (sb.) become too anxious or tired 使焦虑不安，疲惫不堪

. Anne Hathaway admitted that fame stressed her out for a long time.

安妮·海瑟薇坦言，长期以来，她深受声名之累。

11) zone: n. 地带；区域

. Making your car a smoke-free zone protects you and your passengers.

把你的车变为无烟区同时保护你本人以及乘车人。

Shenzhen is China’s first Special Economic Zone.

深圳是中国第一个经济特区。

12) embrace: vt. (fml) accept gladly (an idea, a proposal, a set of beliefs, etc.) 欣然接受，乐意采纳（思想，建议等）

. The new rules have been embraced by most of the employees.

新规定为大多数雇员欣然接受。

13) but then: on the other hand 但另一方面，然而

. I didn’t like the food they served at the restaurant, but then the waitress was friend ly.

那家饭店的饭菜不敢恭维，不过那个女服务员非常友好。

14) settle down: start living a stable and orderly life 定居；过安定的生活

. She quickly settled down in the new neighborhood.

在新的住处她很快就安顿下来了。

It’s time for you to find a loving woman and settle down.

你该找个好女人安安稳稳过日子了。

15) browse: v. 浏览；随意观看

. I was browsing through fashion magazines to find a new hairstyle.

我在看时装杂志想挑个新发型。

16) craft: n. 手工艺（品）

. They learned the craft of furniture making.

他们学习做家具的手艺。

The show featured traditional local crafts.

展览展示了当地的传统工艺。

17) blog: n. 网络日志，博客

. Alice writes a food blog in which she shares recipes, tips, and restaurant reviews.

爱丽丝在她的吃货博客中分享了各种菜谱、贴士以及对各家饭店的评论。

18) be obsessed with: 着迷于

. The boy was obsessed with detective stories.

这孩子迷侦探小说。

19) version: n. （事物的）变化形式，变体；版本

. This is an updated version of my book.

这是拙作的新版。

Mike’s version of the accident is different from the policeman’s.

麦克对事故的描述与警察的描述颇有出入。

20) follow one’s heart: 做某人想做的事

. Follow your heart, Jenna, and see where it leads you.

詹娜，遵从内心做你想做的。

4. Comprehending Reading 1

Teacher calls students’attention to the title of the text, asks them to make a guess as to what this text is about.

Teacher guides students to skim the text before doing the task in Comprehending Check for Reading 1.

Teacher asks students to go trough the text. For each paragraph, teacher asks one student to pick sentences he/she has difficulty understanding. Encourage other students to offer their interpretations. Teacher may provide help when need arises. Then do the task in Translation. 5. After Reading

Viewing and Listening

Teacher introduces Viewing & Listening to the class: As we learn from the Text, Hayley fled Brisbane for Canada. But in this video, you will see a young man who came to Brisbane with a working holiday visa. Teacher briefly explains the new words before playing the video and asks students to decide whether the statements are true or false. Teacher may play the video for two or three times for students to do the exercise and check their answers. if the statement is false, ask them to correct it.

Speaking

Teacher has students work in group of four or five, and have a discussion about the possible benefits and drawbacks of taking a working holiday . Teacher remind students that they can do speaking easily with the help of tips given just bellow the directions of the speaking task .

Invite some groups to contribute their ideas and give comments

5. 3 Assignment:

1. Read the text in Reading 2 and finish the exercises.

2. Write a short essay about their summer job experience. Teacher remind students to study the given tips on how to write about the work experience before they start to write. Teacher also asks students to evaluate their writing according to the given criteria when they finish writing the essay.

3. Preview the next unit.

基础综合英语_1-5单元课后翻译

作文翻译 Unit 1 李明是学化学的，性格开朗幽默，颇有魅力，但英语成绩不佳，每次只能勉强及格。老师警告他，英语不好会阻碍他拿奖学金，并亮出了自己的王牌：如果李明不努力，就让他考试不过关。老师还告诉他，学习英语不能只为了文凭，否则他即使大学毕业，也还是个半文盲。李明虽然保持镇定，但他明白，他的学业生涯正在攸关之际，必须安心下来埋头学习，坚持不懈。 Li Ming was a chemistry major, a charmer noted for his easygoing and humorous temperament. However, his English was so poor that he always barely got by. The teacher admonished him that his poor English would be an impediment to scholarship. What’s more, she showed her trump card: if Li Ming did not work hard. She would flunk him. He was also told that he should not learn English merely for the sake of his diploma. otherwise, even after graduation from university, he would still be semiliterate. Although Li Ming did not lose his composure, he was well aware that he had to settle down to work and follow through because his academic life was at stake. Unit2 我的朋友琳达接受过良好的教育，既美丽又端庄，三十好几依然没有人向她求婚。究其原因，她的事业心极强，整日扑在工作上，每天来往于住处和公司之间，根本没有时间和异性交往。一想到女儿这么大了还单身一人，她父母就焦虑不安。他们不知道该如何是好，甚至还去咨询一些社会学专家。但是事情在上个月出现了转机，公司的总部调琳达到培训部。在新的工作岗位上，琳达遇到了第一个触动她心弦的男人。从此，他们几乎每天约会，琳达意识到她会不顾一切地爱这个男人。决定嫁人的时候，她告诉了我这个好消息。虽然琳达的爱情让人想起电影中才会有的浪漫故事，我也担忧未来究竟会怎样，但我还是表达了我由衷的祝福，并爽快答应在婚礼那天做他们的伴娘和伴郎随从中的一员。 Linda, my good friend, has received good education and is both beautiful and elegant. She was not proposed to even when she was well over thirty. The reason is that she, as a career –oriented woman, is devoted to her work. Navigating between home and the company, she had hardly any time to socialize with people of the opposite sex. Her parents were gripped by anxiety at the thought of their daughter still remaining single at such an age. They did not know what to do and even consulted with some sociologists. But the situation began to change last month, when the headquarters of the company transferred Linda to the training department. On the new post, Linda met a man who tugged on her heartstrings for the first time. Ever since then, they dated virtually on a daily basis, and Linda realized that she would love the man beyond all reason. When she decided to take the matrimonial plunge, she informed me. Though Linda’s love is reminiscent of the romance that we see only in movies and I don’t know what the future will hold for her, I give her my heart-felt wishes and agree readily to be a member of the entourage of bridesmaids and groomsmen. Unit 3 食品供应商缺乏诚信已经成为当今社会的一大问题。部分企业欺骗公众，故意散布假消息，颂扬食品添加剂是食品工业的伟大成就，并声称适量的添加剂对健康有益无害。部分有良知的科学家对食品添加剂的含量和毒性展开了深入的病理学研究。研究结果表明，部分常见的食品添加剂经长期，可能会对健康产生危害，这被认为是食品安全研究方面极为重要的

综合英语(第三册)

Unit 1 1.My plan was to keep my ears open and my mouth shut and hope no one would notice I was a freshman. 1 我打算多听少说，希望没人注意到我是一个新生。 2.Popularity was not so important: running with the crowd was no longer a law of survival. 11 是否受欢迎并不是那么重要，随波逐流也不再是大学里的生存法则。 3.This was my big chance to do my own thing, be my own woman — if I could get past my preoccupation with doing everything perfectly. 11 只要不再奢求每一件事情都要做得完美，我就可以在大学做自己想做的事情，成为真正的自己。 Unit 3 1.Food to my countrymen is one of the ecstasies of life, to be thought about in advance; to be smothered with loving care throughout its preparation; and to have time lavished on it in the final pleasure of eating. 3 对于我国国人来说，食物是生活中最大的乐事之一，它需要提前考虑，在准备的过程中要充满爱意和细心，在最后的享用阶段要花费大量时间。

何兆熊大学英语综合教程2unit4答案

Text comprehension I. B II. 1. T; 2. F; 3. T; 4. T; 5. T. III. 1. “snail mail”. 2. “an essential stepping stone on the road to success”. 3. “the profound relationship between language and culture that lies at the heart of society”. 4. “the means to shape our views of the world”. 5. “to negotiate the boundaries between languages and to compromise in translation”. 6. “to use linguistic skills, to think differently, to enter into another culture’s mentality and to shape language accordingly”. IV. 1. with convenient ways to reach any part of the world. 2. It seems that everyone is able to always get in touch with anyone else if he or she can afford to. 3. is the most important to society. 4. a fundamental skill in today’s world, where different c ultures interact. 5. are finding ways to interrelate different cultures. Structural analysis of the text 1. The last sentence of the 3rd paragraph: “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.” 2. Paragraph 4: The lack of an exact counterpart of the English word “homesickness” in other languages such as Italian, Portuguese, and German. Paragraph 5: The problem of untranslatability which the early Bible translators encountered. Paragraph 6: English and Welsh speakers make adjustments regarding the color spectrum in the grey / green / blue / brown range; The word “democracy” means completely different things in different contexts; the flat breads of Central Asia are a long way away from Mother’s Pride white sliced toasties, yet the word “bread” has to serve for both. Part One. Vocabulary Analysis I. Phrase practice 1. provided =as long as 假如，倘若 need never be out of touch =can never fail to be reached 从不会失去联系 2. regardless of =no matter 不管，不顾

实用英语unit3

Unit 3 Directions & Signs Talking Face to Face Teaching Objectives: 1. how to ask for and give directions 2. useful terms in directions

Key Points: 1. asking the way indoors

2. asking the way outdoors Difficult Points: patterns that are appropriate for asking for and giving directions in different situations Teaching Methods: Task-based learning; Communicative approach Teaching Procedures: Step 1 Show the Ss a map of Hunan Province. Ask them where they are from and how they go back home. Step 2 Tell the Ss how the teacher goes back home and get them to imitate the example. Step 3 Show the Ss the focal words and expressions. Also the focal functions and patterns. Step 5 Show the Ss two maps. One is a street map, and the other is a map of a building, the fourth floor. First Get the Ss to make dialogues with what they’ve learned. Then get them to follow the Samples. Step 6 Practice Teaching Material: Task1 Lead-in Show the Ss a map of Hunan Province. Ask them where they are from. Then tell them where the teacher is from and how the teacher goes home. At the end get several students to tell others how to get to their home from the school. Teacher’s description: First I take the No. 1 bus and get off at the last stop. Then I’ll take the express train from Shanghai to Chongqing and get off at Lengjiang Station. Go up along the Jinzhu Road and turn left at the corner of Jinzhu Road and Jianshe Road. A seven-story building is in front of you. Go upstairs and my home is on the second floor. Task 2 Data Bank Tell the Ss It is important for us to know how to ask for and give directions. The following words and phrases and patterns will help us: words and phrases 1.walk/on foot take bus/subway/lift go up/down turn left/right

新标准综合英语第三册答案

新标准综合英语第三册答案 Unit 1 Active reading(1) 3 1.(b) 2. (c) 3. (c) 4. (d) 5. (c) 6.(a) .resistance 4.ambitious 6.script 7. impressive (1)attendance (2)ambitious (3)productive(4)impressive (5)resistance (6) script (7) acceptance 1.mortgage 2.deck 4.costal; 1.(b) 2. (a) 3. (b) 4. (b) 5. (b) 6. (a) 7. (b) 8. (b) Active reading (2) (1)triple (2)cemetery (3)rear(4)biography(5)cram (6)budding(7)finite (8) elapse ; cemetery ; ; biography 1. (a) 2. (b) 3. (a) 4. (a) 5. (b) 6. (b) 7. (a) 8. (a)

1. (a) 2. (b) 3. (b) 4. (a) 5. (a) 6. (b) 7. (b) 8. (b) 9.(a) Language in use late-night party 2. a well-stocked library 3. a world-famous professor 4. some well-timed advice 5. rapidly-growing population 6. a free-market economy 7. a half-hour boat trip ’s how we behave that determines what other people think of us. ’s what our character is that usually determines what sort of job we are going to end up doing. isn’t always what marks weget at university that determine what we do as a career. is often what we experienced in our childhood that determines how we react to life’s problems. ’s what our genetic clock is and what changes we make to it that determine when we die. wasn’t just that the shops were all closed for Thanksgiving, but there was no one in the street. wasn’t just that she spent all her time at college going to parties, but she took the time to gain a first-class degree. wasn’t just thatthey weren’t listening to what he said, butit seemed as if they weren't at all interested. wasn’t just thatI was upset，but I felt as if I was gomg to burst out

大学英语unit3

L/O/G/O College English Book One

Unit 3The Present 1.Warm -up Questions 2. Background Information 3.New Words and Expressions 4.Text Interpretation 5. Assignment

1. Warm-up Questions Related topics ?How does your family celebrate the birthdays of your grandparents? ?How do you usually celebrate your birthday? ?Do you know your parents birthday?What do you do for that? ?Do you think you truly understand your parental love?

2. Background Information Happy Birthday to You

An English Song: Happy Birthday to You Happy Birthday to You, the four-line song was written as a classroom greeting in 1893 by two American teachers, Mildred J. Hill, and Dr. Patty Smith Hill. The melody of the song Happy Birthday to You was composed by Mildred J. Hill, a schoolteacher. The song was first published in 1893, with the lyrics written by her sister, Patty Smith Hill. Happy Birthday to You was copyrighted in 1935 and renewed in 1963. The song was apparently written in 1893, but first copyrighted in 1935 after a lawsuit. In 1988, Birch Tree Group, Ltd. sold the rights of the song to Warner Communications for an estimated $25 million. In the 1980s, the song Happy Birthday to You was believed to generate about $1 million in royalties annually. With Auld Lang Syne and For He's a Jolly Good Fellow, it is among the three most popular songs in the English language.

研究生基础综合英语unit1-8课后习题汉翻英.

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Keys for Unit 3 Vocabulary I. 1. as long as, can never fail to be reached 2. no mater 3. fail to notice at great risk 4. may be described by these words to varying degrees 5. were directly confronted with the problem that something in one language cannot be rendered into another II. 1. stepping stone 2. at their peril 3. serve 4. mentality 5. staple 6. facilitating 7. messaging 8. hybrid III. 1. economy 2. accessible 3. fundamentally 4. homesick 5. negotiable 6. adjusted 7. remoteness 8. complacently

IV. D, C, A, D, B, A, B, C V. 1. time, era, epoch 2. meetings 3. basic,fundamental 4. misshape 5. unavoidably 6. worry, concern, anxiety, apprehension 7. therefore, so, thus 8. hide, conceal VI. 1. unbelievable 2. imperfect 3. disagreement 4. misplace 5. malfunction 6. enable 7. surpass 8. submarine Grammar I. 1. helps 2. hope, are enjoying, sunbathe, go, are going 3. is being

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