上外全新版大学英语综合教程讲义-book3-unit3

Unit 3 Security

Since the terrorist attacks of September 11, the Americans have been ―at war‖ with Al Qaeda, Afghanistan, Iraq, and terrorism generally. President Bush used the word ―war‖ 33 times when he presented a ―wartime‖ budget to the Congress, and he has asserted the broad executive powers that traditionally surround a President in times of grave emergency. Meanwhile, the crime rate is soaring. Firearms, violence, robberies and assaults, all these leave a legacy of pain and suffering, leaving the victims in distress. Thus security becomes a hot issue for almost all nations and individuals nowadays, and in this Unit we will go deeply into talking about it, for the basic ideals of life, liberty, and the pursuit of happiness.

☆ Preview task for students:

1. Preview Text A

·Listen to the tape and pay attention to pronunciations of new words and phrases;

·Try to summarize the main idea and analyze its structure.

2. Words and phrases: on the latch, close up, vulnerable, tranquil, pry, hook up to, premise, put up barrier, barricade, take off, hold…at bay, be bathed in, with/by a small/large margin, look back on

T e x t A T h e L a n d o f t h e L o c k

Most people carry five to ten keys with them whenever they go out. On your key ring you might have several keys f or the house and a few for the office or a friend’s house. Your key ring is a clear demonstration of just how ubiquitous lock technology is: You probably interact with locks dozens of times every week.

The main reason we use locks everywhere is that they provide us with a sense of security. But this leaves us a deep thought: what did we lose while we are so smart about self-protection and are used to resort to elaborate security systems to protect ourselves and our possessions? What is the legacy when we look back on this age?

Now, let us see what is the reflection the American author presents for us in the following text ―The Land of the Lock‖.

☆First period

I. Listen to the tape and try to find brief answers to these questions bellow after your listening. (25min)

— Do people nowadays keep up the custom of leaving the front door on the latch at night? What has taken the place of the era when people could safely keep their front door unlocked? (No. various kinds of locks/elaborate security systems)

— What does the author think is the new atmosphere of American life? (Atmosphere of distrust and fear)

— Under what excuse do people resort to all these means? Does the author think they are justified in doing so? (All is in the name of ―security‖; No, for while we are so used to put up barriers, so smart to lock the fear out or may lock the evil out, we have become prisoner of ourselves and most important is that we lost the most precious thing trust and sense of safety, just becoming

more and more fearful)

— According to the author, what may be the legacy we remember best when we recall this era? (In dealing with the unseen horrors among us, we became prisoners of ourselves. All of us prisoners, in this time of our troubles./We outsmarted ourselves in self-protection. We no longer trusted anybody, and devise ways to lock the fear out, but at the same time, we locked ourselves in.)

II. Related cultural notes (20min)

1. Crime prevention:

In the United States today, Americans are growing more concerned with their security. It is reported that the crime rate is soaring. To help people protect themselves from crime, police departments in many states have offered to citizens safety tips, such as how to protect yourself when using a bank’s automated teller machine, how to protect yourself from a carjacking, how to protect yourself from motor vehicle theft, how to protect yourself in parking garages, how to safeguard your home while on vacation, and how to protect yourself while walking at night. Here is one set of tips in detail.

Tips:

·Avoid walking or running alone at night. Instead go walking or jogging with a friend.

·Don’t use headphones while walking, driving or jogging.

·Always walk in well-lighted areas.

·Always stay near the curb.

·Avoid the use of short cuts.

·After dark, keep away from large bushes or doorways where someone could be lurking.

·Do not display cash openly, especially when leaving an ATM.

·If someone in a vehicle stops and asks for directions, answer from a distance. Do not approach the vehicle.

·If followed, go immediately to an area with lights and people. If needed, turn around and walk in the opposite direction; your follower will also have to reverse directions.

In general:

·Reduce risk by keeping valuable out of sight, by not wearing jewelry, and by traveling in groups ·Avoid carrying large amount of cash, jewelry or expensive photographic equipment

·Minimize walk after dark

·Avoid responding in kind to verbal harassment

·Do not store valuables in a car’s trunk or glove compartment

·Do not engage in a physical confrontation with the criminals—you are outnumbered, and they may have hidden weapon

·Do not try to outrun an armed criminal; no car or person can outrun a bullet

·Immediately report any suspicious activity to police

In Britain there is Neighborhood Watch which is an arrangement by which people who live in a particular street or area watch each other’s houses and tell the police if the see anything suspicious. Many people have formed local Neighborhood Watch groups to try to prevent crime, but others have refused to join them because they do not like the idea of being watched by their neighbors.

2. Most sophisticated of security sites:

Extraordinary challenges require extraordinary measures. The terrorist attacks on America of September 11, 2001 require that Americans reform their nation’s aviation security system in fundamental ways. On September 27, President Bush launched the process of reform by announcing his proposals for an expander federal air marshal program, a $500 million federal rant program to strengthen aircraft security and screening services.

3. Electronic X-ray 2 equipment:

X Ray, penetrating electromagnetic radiation, is often used in medicine and science as a diagnostic tool. Security personnel operate metal detectors and electronic X-ray machines that screen baggage for possible weapons or illegal substances.

4. Airport Security: see reference book P28

III. Concise introduction of Text A (30min)

(By questioning students)

1.How do you understand the title? Explain in your own words.

(Suggested answer: Physically, it means in America there are various kinds of locks and the technology of lock is ubiquitous. Morally, it implies that because people lost the sense of safety and no longer trust each other, they devise ways to lock their fear out to protect themselves. But much pitifully, by doing so, they have become prisoners of themselves.)

2.What is the main idea of the text? What is the key word of this text? What important role does

the key word play?

(Suggested answer: America is deteriorating into the ―most insecure nation‖; ―lock‖ is the key word in this text, by locating ―lock‖ through the text, we get a pretty good idea of what this essay is about, therefore, we can understand it better, and also the key word can make the article achieve coherence.)

3.What is the central point of view? Please try to find the supporting facts for it.

Central point of view:

·America is deteriorating from ―the Land of the Free‖ into ―the most insecure nation.

Supporting facts for the central point of view:

·Dead-bolt locks, security chains, electronic alarm systems and trip wires are widely in use.

·Doors are not left unlocked either in cities or in rural areas.

·Suburban families have steel bars built in sliding glass doors.

·Small notices warning against burglary are commonly seen pasted on the windows of the most pleasant of homes.

·Access cards are required of those who work with medium to large-size companies.

·Airport security uses electronic X-ray equipment to guard against terrorism.

·Businessmen employ new machines linked up to their telephone to help determine whether the caller is telling lies or not.

·Suburban housewives wear rape whistles on their key chains.

Finally, teachers, please don’t forget: introduce what is cause-effect structure to student;

remind students characters of comparison and contrast; give directions of how to make a brief class report and provide students with necessary information, teaching them how to search information. (15min)

IV. Assignments for students:

1.Sum up the cause-effect structure of Text A

2.Find out the comparison and contrast paragraphs, and at the same time pay attention to the

transition devices the author employed to connect those pairs together.

3.Brainstorming and preparation for a class report.

Here two choices for students:

i.The impact of disaster and violence on children and adolescents

ii.Of school security

☆Information given to teachers:

i. The impact of disaster and violence on children and adolescents

Why:

In the aftermath of the terrorist attacks on New York City and Washington, D.C., both adults and children are struggling with the emotion impact of such large-scale damage and losses of life. (Teacher can give other examples, such as the horrible bombings in London, the terrorism and war in Iraq, the hijacking, the natural disaster as Katrina, etc.) While these disastrous events have caught the Nation’s attention, they are only a fraction of the many tragic episodes that affect children’s lives. Each year many children and adolescents sustain injuries from violence, lose friends or family members, or are adversely affected by witnessing a violent or catastrophic event.

Research has shown that both adults and children who experience catastrophic events show a wide range of reaction. Some suffer only worries and bad memories that fade with emotional support and the passage of time. Others are more deeply affected and experience long-term problems. Children who have witnessed violence in their families, schools, or communities are also vulnerable to serious long-term problems. Their emotional reactions, including fear, depression, withdrawal or anger, can occur immediately or some time after the tragic event.

How:

Early intervention to help children and adolescents who have suffered trauma from violence or a disaster is critical. Parents, teacher and mental health professionals can do a great deal to help these youngsters recover.

·After violence or a disaster occurs, the family is the first-line resource for helping. Parents and other caring adults can find ways to protect children from further harm and from further exposure to traumatic stimuli. If possible create a safe haven for them.

·When violence or disaster affects a whole school or community, teacher and school administrator can play a major role in the healing process.

(Of war, such as the United States is in a very long period of conflict as it attempts to fight the war on terrorism. Many troops have been deployed and new men and women are sent overseas as others return. Government officials have spoken frequently about the need for military actions. Children probably do not understand the politics of this situation.

For children whose parents are being deployed, there are special pressures. They need to deal with secrecy, uncertainty, separation, and major changes in their lifestyle. They will not know where the family member is going or when or even if he or she will return..

Most children are likely to be confused by the current events. Their confusion may vary depending on their age. Younger children will hear a number of unfamiliar words and may not understand what they mean. Many children may confuse Afghanistan, Iraq, and Iran. They may confuse Osama bin Laden with Sadaam Hussein and other leaders. They also may have a hard time understanding why people are still dying if the war was said to be over. They may be more sensitized to war and violence in general after the events of Sep11, 2001.So war has become a new topic for parents, for most parents do not include war in their daily conversations with children, but there is a need to let them understand it.)

ii. Of school security

Present situation:

Nowadays, people concern more about school securities. When unwelcome intruders, including armed individuals, thieves or other violent criminals became the targeted problem, school officials

may decide to consider technological solutions to security or crime problems.

Several categories of technology:

·keys and smart cards---in many schools, lost and/or duplicated keys have led to theft or other problems with unauthorized visitors.

·metal detectors---check in individuals for hidden weapons.

·alarm systems---detect intruders after hours or in controlled areas; signal emergency personnel when immediate help is needed.

·surveillance equipment---identifies offenders and document their actions, such as Closed Circuit Television (CCTV), videotapes, fixed versus moving cameras, etc.

☆Second period

I. Class report by 3-5 students (15min)

II. Listening practice (10min)

Listen and fill in the blanks with the missing words.

P resident Bush’s Address On Sept. 11th

Ladies and gentlemen:

This is a difficult moment for America. I, unfortunately, will be going back to Washington after my remarks. Secretary Rod Paige and the Lieutenant Governor (副州长) will take the podium (讲台) and discuss education. I do want to thank the folks here at Booker Elementary School for their hospitality. Today we’ve had a national tragedy. Two airplanes have crashed into the World Trade Center in an apparent terrorist attack on our country. I have spoken to the Vice President, to the Governor of New York, to the Director of the FBI, and have ordered that the full resources of the federal government go to help the victims and their families, and to conduct a full-scale investigation to hunt down and to find those folks who committed this act. Terrorism against our nation will not stand. And now if you would join me in a moment of silence. May God bless the victims, their families, and America.

Thank you very much.

III.Teacher guides students to analyze the writing strategies (25min)

1. Cause-effect structure of Text A

Fear and distrust lead to various security devices, which in turn makes the Americans prisoners of their own making.

2. Comparison and contrast

1)Ss re-read Paragraphs 1&4, 10&11, 12&13, then tell what these three pairs of paragraphs have

in common. (Each pair contrasts the past situation with the present one. The first pair acts as the opening of the whole piece of writing. The latter two just two supporting details for the central argument.)

2)Ss discuss what transitional devices are used to connect those pairs together.

III. Explanation of important language points (35min)

(Suggestion) The following word might be explained in details:

1. close up

2. vulnerable

3. tranquil

4. pry

5. barricade

Finally, teacher can conclude Text A by saying: the text by providing many examples, describes

the wide use of security devices, typically locks in varied forms in American. The author by comparing with the past era of leaving the front door on the latch, regrets that people no longer trust each other and have to resort to elaborate security systems to protect themselves and their possessions. And this has led to the fact that people may have locked the evils out, but they also have locked themselves in.

IV. Assignments:

1. Review the words and phrases of Text A

2. Do after-text exercises

3. Preview Text B

1) Words and phrases:

2) Read the story and try to summarize it.

3) Do language practice after text B

☆Third period

Text B Why I Bought A Gun

Recent research indicates that guns are used defensively 2.5 million times per year. It is not surprising then, that more women than ever want to carry a gun. The reason is simple: Women are concerned about becoming victims of crime. Guns give women a fighting chance against crime. And in Text B we will just focus on gun issue. Now let us see Why I bought a gun.

I. Ask students to reread the text quickly and then answer the following questions that related to the text (15min)

1) Before the author got married, what kind of attitude did the author hold toward gun? (She believed in pacifism and did not need a gun for self-defense. Thus, she is against owning guns and strongly supported gun control.)

2) What caused her changed her mind and eventually bought a gun? (After her marriage, she was threatened many times which caused her question her former belief and eventually bought a gun.)

3) What condition was the author put into after owning a gun? (She was put into a condition full of fears all day and a succession of new problems.)

II. Related cultural notes of Text B(15min)

1. Manhattan:

Manhattan (New York), borough of New York City, the main economic hub of New York City. Manhattan is one of the world’s leading commercial, financial, cultural, manufacturing, medical, and tourist centers. The borough, about 80sq km (about 31sq mi) in area, also encompasses a small exclave (Marble Hill) on the Bronx mainland; several islands in the East River, including Franklin D. Roosevelt Island (the site of a large modern housing complex), Randalls Island, and Wards Island; and Governor Island in Upper New York Bay.

2. Civil defense:

Civil defense, organized preparation for the protection of civilian lives and property and of the means of economic production before, during and immediately after large-scale emergencies. Civil defense includes the organization and training of volunteers in the means of self-protection and in learning to reduce loss of life in emergencies. Effective warning systems, adequate shelters inside and

outside the home, stock piles of food and medicine, firefighting, caring through necessary rescue operations (including the removal of wreckage), and rehabilitation are all aspects of civil defense.

3. The Vietnam War:

Military struggle fought in Vietnam from 1959 to 1975, involving the North Vietnamese and the National Liberation Front (NLF) in conflict with United States forces and the South Vietnamese army. North Vietnam was under the control of the Vietnamese Communists. The United States supported the South to fight against the Communist government. In 1965 the United States sent in troops. Ultimately, however, the United States failed and in 1975 Vietnam was reunified under Communist control; in 1976 it officially became the Socialist Republic of Vietnam.

4. The possession of guns by American individuals

In some cities and states of the U.S, it is illegal to possess hand guns; in others one may possess them but they must be registered with the police; in other places there are no restrictions whatsoever on possession of hand guns. (In all parts of the US it is permissible to own rifles.) Because the law vary so greatly from place to place, it is not difficult to buy a gun ---- if they are illegal where you live you can always travel to where they are illegally sold and buy one there.

The possession of the guns by individuals is becoming a controversial issue. Some people think crime will be going up with more and more people have guns, while others just hold the opposite view. They are respectively known as anti-gun lobby and pro-gun lobby.

III. Teacher leads the students to analyze organization of Text B (15min)

Part I: (para1-2)

The life of Gail did not involve a gun in her childhood and teenage time.

Gail’s family background:

Upper-middle-class background

Being raised in a more desirable neighborhoods.

W h e n h e r p a r e n t s f e l t t h r e a t e n e d,w h a t d i d t h e y d o?

Do not involve guns.

Put another lock on the door

What did Gail do when she was a teenager?

● Trade in her cashmere sweaters for a black arm band.

● Marched for Civil Rights.

● Shunned Civil Defense drills.

● Protested the Vietnam War.

● Being a peacenik.

Part II (P a r a3-19)

R e a s o n s w h y d i d G a i l d e c i d e t o p u r c h a s e a g u n.

Three incidents caused Gail’s buying a gun.

●(Para4-6) One Halloween night, she was threatened by three men. Her dogs helped her out. she

began to question her pacifist belief.

●(Para7-8) Felt frightened after knowing there was a rapist in her new neighborhood.

●(Para9) Being scared by another tale of senseless horror, the Walk-In Killer.

Gail’s decision:

Finally she decided that she would defend herself, even if it meant killing another person. She bought the gun

W h a t d i d G a i l d o a f t e r b u y i n g a g u n(P a r a11-19)

Called a man→Bought a gun →Got 6 rounds of ammunition→Picked up a safety box→Go to target range→Practice opening the box→Got free shot exercise on Mondays—Ladies’ Night

Part III (Para 20-24) —Gail’s feeling after owning a gun

Had a nightmare (shoot a man bro ke into her home)

Being tearfully relieved

Weighed the consequences of an act strongly when buying a gun.

Friend’s idea: Violence leads to violence.

Abstract of the Text: It tells the author’s ambivalent feelings towards a handgun. Before she bought the gun, she was a peacenik and a pacifist. And after being threatened many times, she eventually changed her mind and bought a gun for self-defense. But after owning the gun, the author was put into a condition full of fears all day and a succession new of problems. Therefore, she questioned whether owning a gun can really bring security or not.

Ⅳ. True or False Questions:

1. Gail lived in a desirable neighborhoods, so almost every family owned a gun of their own in order to protect their property. (F)

2. It was the Halloween night in Phoenix that Gail decided to have a gun to defend herself, because she had long divorced. (F)

3.I found rescue from my neighbor for help when I was threatened by three men. (F)

4.The metal safety box Gail Had bought was to keep her pistol from being stolen.(F)

5.Since I brought a gun home, Jordan, my son has always been fascinated by it and liked it since then.

(F)

6.If some criminals broke into their house, Gail allowed her son to use the gun. (F)

7.One day, there really were a man broke into their home, and Gail just grabbed the gun and opened fire at him. (F)

8. Gail’s Friends were against her when she decided to buy a gun, because they are pacifists and believed that violence leads to violence.(T)

V Discussion Assignment & necessary instructions (25min)

As is well known, gun control is a highly controversial issue in the United States. Some argue that guns must be placed under control; others maintain that there is no need for strict control of guns. There is a saying goes as ―A sword is never a killer, it’s a tool in the killer’s hands‖, but a n American researcher Koretz once said ―The fact is that a gun in your home means that you are more likely to be shot or to shoot a loved one than to use that gun to defend yourself against a criminal.‖

Suppose you are two groups of Americans holding contrary views on gun control and debate the issue.

Mock Debate -- Have Gun, Will Shoot (有枪，就有凶杀)

Instructions:

i. Tell students how to debate:

Step 1 Form teams

Make teams of four people. Half of the teams will take the side of one group and the other half will side with the other group.

Step 2 Have a pre-debate discussion

Prepare your arguments and supporting facts by brainstorming together.

Find out the reasons for allowing handguns and not allowing handguns

Step 3 Carry out the debate

The debate begins between the two teams having contrary views. It will go on until one side fails to

respond.

☆Information given to teachers:

i. Gun Control:

i. Quotation:

1. ―If a nation expects to be ignorant and free, in a state of civilization, it expects what never was

and never will be.‖—Thomas Jefferson, 1816.

2. ―The fact is that a gun in your home means that you are more likely to be shot or to shoot a

loved one than to use that gun to defend yourself against a criminal.‖— Koretz.

ii. Facts: The Columbine high school massacre in April, 1999, which resulted in the death of 14 students (including the two gunmen) and a teacher. And there are many other gun violence

happened and are happening…→ in support of banning assault weapons.

iii. The problems with guns are fairly straightforward: they make it easy to kill or injure a person.

·More than 60 percent of all murder victims in the United States (about 12,000 people) were killed with firearms. According to estimates, firearm attacks injured another 70,000 victims, some of whom were left permanently disabled.

·In robberies and assaults, victims are far more likely to die when the perpetrator is armed with

a gun than when he or she has another weapon or is unarmed.

·Gun murders. Obviously, there are different types of gun murder. Acquaintance murders are in the heat of passion. People are not always thinking rationally, and when there is a gun around, it is easier for an irrational person to do greater damage.

·Suicides. Facts show that a gun makes it easier to commit suicide in a fit of rage, depression, or under the influence of drugs or alcohol.

·Self-defense. Self-defense is commonly cited as a reason to own a gun by most gun or handgun owners.But research has shown that a gun kept in the home is 43 times more likely to kill a member of the household, or friend, than an intruder. Research by Dr. Arthur Kellerman has shown that keeping a gun in the home carries a murder risk 2.7 times greater than not keeping one.

·guns are sold legally; it is easily for the criminal to get a gun. But if obtaining a gun legally is extremely difficult, the price of illegal guns goes way up, and availability goes way down. Thus, it is much more difficult for criminals to obtain guns.←→Argument: Gun SA VE lives, we do NOT support gun control. Gun control does NOT control crime. Statistics shows that bans on the sale of certain types of weapons, have not proved effective in reducing violent crime. For many crimes, such as the massacres and group crimes, the criminals are not using legally bought guns but most are from the black market and of lethally damaging power.

Obviously, allowing free and easy access to any kind of armament is a bad idea. There should be some practical limitation.

ii. Gun Right

i. Quotations:

1. ―A sword is never a killer, it’s a tool in the killer’s hands.‖—Lucius Annaeus Seneca ―the

younger‖.

2. ―When guns are outlawed, only outlaws will have guns.‖

3. ―Women must not depend upon the protection of man, but be taught to protect herself.‖—Susan

B. Anthony, July, 1871

ii. Facts: FBI Crime Reports sources indicate that there are about 340,000 reported firearms thefts every year.There is a problem with criminals having access to guns, so there is also a need

for a gun for self-defense

iii. Why we support gun rights:

·There are approximately two million defensive gun uses (DGU's) per year by law abiding citizens. That was one of the findings in a national survey conducted by Gary Kleck, a Florida State University criminologist in 1993. Prior to Dr. Kleck's survey, thirteen other surveys indicated a range of between 800,000 to 2.5 million DGU's annually.

·―People kill with knives, too. Do you want to ban knives?‖ ―Cars kill more people than guns, but we don't ban cars.‖ ←→ Argument: The response to this irrelevant argument is that knives and cars have other usage, whereas guns basically just kill, or threaten to kill.

·This is the basic human rights, since we are in ―the Land of the Free‖. We have our ―freedom of choices‖. ―A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.‖—The Second Amendment of the United States Constitution

←→ Argument: OK, what does this mean? Does it mean that all people should have the ability to possess whatever arms they wish?

·Women's self-defense.Since women are physiologically weaker than men, guns are the great equalizer, and women can use them to protect themselves.

·A proposal for rational gun control:

1.A national system for registering guns and ammunition.

2.Instant background checks on people attempting to buy guns or ammunition.

3. Stiffer sentences for gun crimes.

4.Gun education.Gun purchasers should be required to take lessons in gun safety, at the

purchaser's expense.

5.General education.There is a direct correlation between lack of education and violent crime.

6.Hand grip ID tagging. The theory is, each gun is "registered" to one's person palm prints (the

legal purchaser of the gun), and only that person can fire that gun. If another person tries, the gun simply will not fire. Thus, stolen guns become useless, and cannot be used to harm anybody in the course of a crime.

7. Limit on the number of guns a person can buy and raising the age limit for gun ownership.

To conclude our argument, our side would like to present a recent study published by John Lott

(a Law Professor at the University of Chicago) and David Mustard (a U. Chicago graduate

student) has indicated that recently enacted laws in states allowing the legal carry of concealed weapons has reduced violent crime in those states. Therefore, you might have become clear of whether you should support the gun control.

VI. Assignments for students:

1. Prepare the debate

2.Make sure you have finished your exercises of Text A&B, and find those which you are confused.

(Teacher explain it next period)

☆Forth period

I. Check of homework →Text A & B’s exercises (15min)

(Teacher offers students chances to question and answer.)

II. Choose 3-5 groups to demonstrate their debate program (the left time)

(Teacher comments on their debate and supplement with persuasive arguments.)

III. Writing

Topic one: Why We Are for Gun Control

Sample:

It is reasonable that guns must be placed under control, for the overflowing of guns brings about more problems than we have formerly expected.

First, owning a gun is a threat to the leadership. Anyone who possesses a gun can take a president’s life at will, and the mere reason might be that he just takes advantages of it to be known by the world. We’ve already had enough assassinations of our Presidents, and it’s time for us to put an end to this kind of awful thing. If we propose the control of the guns we hold firmly that this can soon be drawn to a close. Second, it presents us with an unstable world. It is terrible that everyone with a gun in his hand pulls its trigger if he feels like it. The world possibly leads to a high crime rate. This also contributes a lot to the fact that a large number of people just commit suicide with a gun at hand. Finally, with all these problems mentioned above, people now are undergoing a psychological breakdown. They are fearful that someday they might be killed simply by a slip of tongue or they might be put to death only by a sad mistake.

So it’s high time that we stopped keeping a gun, not only for our own sake, but also for the nation as well as for the world.

Topic two: Less desire leads to more happiness

Do you agree with this? Why? What’s your understanding of happiness?

Sample:

Through history, three things seem to men most important: life, liberty and the pursuit of happiness. Comparatively, I think, life and liberty are easier to get. But the pursuit of happiness brings people headaches. Why?

Because, firstly, the concept of happiness is different for everyone. To a young student in high school, maybe entering a prestigious university; to a university student, like me, success in job-hunting after graduation; to a man with a good job, an ideal spouse…almost anyone, no mat ter how beautiful (handsome) she (or he) is, no matter how intelligent he is, no matter how rich he is, no matter… will never end in wanting more, will never regard himself as happy enough. I can almost say that it is desire, endless and unsatisfactory desire that produces so many sad-looking faces.

Therefore, if we really want to throw our unhappiness away, we should, more or less, restrain our desire, try to be optimistic, to be satisfied with everything, to work hard with little concern for the result. Actually, happiness is what we can easily find in our heart but often being neglected. As long as we can be calm with all kinds of things around us and we will achieve happiness. Since desires are the enemies of happiness, then, why not cut out some of our desires and remember a saying of Buddhism –―less desire leads to more happiness.‖

Summary of Unit 3

It is always tragic to see the cycles of violence, terrorism and wars feeding one another to new acts of violence. We hope that the heartbreaks don’t lead into a new kind of retaliation because that will only break hearts elsewhere. We need to envision a new world which based on love and mutual respect. Though it is impossible to negotiate with the terrorists that would bomb a packed bus or hijack a plane, we still should believe that hate can be confronted with love, mutual respect and understanding. The nations, who sponsored wars and invasions, should bandage their wounds, mourn the dead and together contribute to build a world which is secure and full of peace and love.

ⅣSpot Dictation (10min)

Experts are beginning to study ways to secure large buildings against terrorist attacks. They are reacting to the attacks that destroyed the World Trade Center buildings in New York September eleventh.

The American Institute of Steel Construction has created a working group of experts to investigate the reasons the buildings fell. The A-I-S-C is the organization responsible for developing the rules for the design of steel buildings in the United States. Information developed by the working group will

help A-I-S-C decide if the design rules should be changed.

大学英语综合教程1课后习题答案

Unit 1 Part Ⅱ Reading Task Vocabulary Ⅰ1. 1)respectable 2)agony 3)put down 4)sequence 5)hold back 6)distribute 7)off and on 8)vivid 9)associate 10)finally 11)turn in 12)tackle 2. 1)has been assigned to the newspaper’s Paris office. 2)was so extraordinary that I didn’t know whether to believe him or not. 3)a clear image of how she would look in twenty years’time. 4)gave the command the soldiers opened fire. 5)buying bikes we’ll keep turning them out. 3. 1)reputation; rigid; to inspire 2)and tedious; What’s more; out of date ideas 3)compose; career; avoid showing; hardly hold back Ⅱviolating Ⅲ;in upon Comprehensive Exercises ⅠCloze back; tedious; scanned; recall; vivid; off and on; turn out/in; career ; surprise; pulled; blowing; dressed; scene; extraordinary; image; turn; excitement ⅡTranslation 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 habits 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 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 able to lead a useful life. Unit 2 Part ⅡReading Task Vocabulary Ⅰ1. 1)absolutely 2)available 3)every now and then 4)are urging/urged 5)destination 6)mostly 7)hangs out 8)right away 9)reunion 10)or something 11)estimate 12)going ahead 2. 1)in the examination was still on his mind. 2)was completely choked up by the sight of his team losing in the final minutes of the game. 3)was so lost in study that she forgot to have dinner. 4)has come up and I am afraid I won’t be able to accomplish the project on time. 5)of equipping the new hospital was estimated at﹩2 million. 3. 1)were postponed; the awful; is estimated 2)reference; not available; am kind of 3)not much of a teacher; skips; go ahead Ⅱ;on Ⅲor less of/sort of 4. kind of/sort of 5. more or less 6. or something Comprehensive Exercises ⅠCloze up; awful; practically; neighborhood; correspondence; available; destination; reunion; Mostly; postponing; absolutely ; savings; embarrassment; phone; interrupted; touch; envelope; signed; message; needed ⅡHalf an hour had gone by, but the last bus hadn’t come yet. We had to walk home. 2)Mary looks as if she is very worried about the Chinese exam because she hasn’t learned the texts by

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

大学英语综合教程答案

3.Many products for sale seem to scream at us, "Buy me! Buy me!" Advertising is a big busin ess in our world with many products competing for our attention. Think of the last time you boug ht clothes. You probably noticed the variety of colors, patterns, fabrics and brands you could choo se from. Which kind of soft drink would you like to have today or what kind of computer do you want? Advertisers are skilled in the art of making their products look the best to appeal to our se nses. But products aren't always what they seem. Sometimes advertising is deceptive and as cons umers ,we must be careful about what we choose to buy. It is important to learn to compare prod ucts and identify our purpose in purchasing the things we need. But the good thing about advertising is that it helps people to make decisions and refine thei r choices. In the United States, the Ad Council creates timely public service messages to the nation. Th eir purpose is to raise awareness of public problems that citizens can respond to. Inspiring ads ca use individuals to take action and even save lives. Pollution in America, for example has been red uced over the years because of the creative Public Service advertisements that the council provid es" Please, please don't be a litter bug, 'cause every 'litter bit' hurts." Many families have taught t heir children to place litter in the trash can in response to this catchy phrase, which has affected g enerations as each succeeding generation has taught their children not to litter. 4.Nature imposes difficult conditions upon the earth from time to time . The tornado and fo rest fire destroy natural resources ,homes and other structures ,and very often harm or kill peopl e . Technological tragedies happen with little or no warning as we see trains crash and airplanes f all from the sky shortly after take-off. As tragic as calamities are , they seem to bring out the best in human nature . people trained in em ergency care arrive at the scene and begin assisting the inj ured .Others come with equipment to remove debris. Men , women ,and young people willingly c ome to the scene of an accident , hoping to be of help in some way . These selfless acts of kindne ss make our world a better place . compassion eases the wounds of calamities. American Airlines flight number 587 crashed less than three minutes after taking off from JF K Airport in New York in November,2001. Witnesses s aw an engine fire develop on the plane’s nu mber one engine located under the left wing of the aircraft .seconds later ,the airliner crashed int o eight homes ,completely destroying four of them .All 260 people aboard the airplane were kille d along with six people at the crash site ,leaving many people to mourn the loss of their loved on es .the residents (people who live in the area of the crash ) rallied together to comfort those griev ing, while others removed bodies from the wreckage and did the necessary clean-up. 工程实施困难的条件下在地上的时候。龙卷风和森林火灾破坏自然资源,房屋和其他建筑物,和经常伤害或杀死人。技术的悲剧发生在很少或没有预警,因为我们看到火车事故,飞机起飞后不久就从天空坠落。一样悲惨的灾难,他们似乎显示出人性中最好的。在急诊受训的人到达现场并开始帮助受伤的人则跟设备清除残骸。男人,女人,和年轻人自愿来到事故现场,希望能有帮助。这些无私的善举让我们的世界变得更美好。同情减轻灾害的伤口。 美国航空公司587号航班坠毁不到三分钟后从纽约肯尼迪机场起飞,11月2001。目击者看到一个引擎火灾发展在飞机上的1号引擎位于下飞机的左翼,接着后,客机坠毁八家,完全摧毁了四个260名乘客的飞机遇难连同6人在事故现场,造成许多人悼念失去的亲人,居民(住在崩溃的面积)聚集在一起,安慰那些悲伤,而另一些人则从残骸,并把尸体移走必要的清理。 5.Success can be reached in different ways by people in different careers. Bill Gates began at age to program computers,His vision for personal computing has been central to the success of M icrosoft Corporation, the company he founded with his childhood friend in 1975 . The former CEO of General Electric, Jack Welch, is a business legend. A famous quote by Mr. Welch is,” Chang before you have to. ”He believes in leading by example and encourages his empl oyees to do their best every day. Michael Jordan s aid,”I accept failure, but I can’t accept not trying.” He is one of the best athl etes to ever play team sports. His great smile, athletic achievements, and pleasant personality ha ve made him one of the most famous athletes in the world. Michael Jordan spent a lot of time pla ying basketball as a child but in senior middle school he was taken off the team . Instead of giving up , he worked through adversity and became the greatest basketball player yet .

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?

大学英语综合教程答案

Key to Exercises Opener Mary is thinking of getting a tattoo tomorrow afternoon. She asks Mel to join her, but Mel cannot because she has to work tomorrow. And then Mary invites Mel to go to a party tomorrow night. Mel hesitates at first, but finally decides to go with Mary. They will meet at eight o’clock. Abbreviation Meaning 1. TGIF Thank God it’s Friday 2. AMA Ask me anything 3. OMG Oh my God! 4. YOLO You only live once 5. FOMO Fear of missing out 6. FYI For your information 7. LOL Laugh out loud 8. TBH To be honest 9. PPL People 10. ETA Estimated time of arrival Transcript: A: Hey, Mary. B: Hey, Mel. A: TGIF.

B: TGIF. A: Mel, I need some advice on something. B: AMA A: Yeah, thanks. I’m thinking of getting a tattoo. B: OMG! Really Are you serious A: Well, YOLO. B: That’s true. A: Well. B: When are you going to do it A: I’m thinking tomorrow afternoon. Do you want to come B: Oh, I’d love to come, but I’ve got to work tomorrow. Oh, major FOMO. A: What a shame! B: Yeah, A: Well, FYI, there’s a party tomorrow night. And if you are not busy, you can come to that instead. B: I’m not busy, but TBH I really need to take it easy this weekend. A: What That’s so not like you. B: LOL, that’s true. A: Party is in Hackney Wick. It’s gonna be good, good music, good PPL. B: Oh, major FOMO again. Oh, what the hell Yes, why not I’ll go.

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。

大学英语综合教程答案

Unit 1 Living in Harmony Enhance Your Language Awareness 1. Text A amaze bunch bundle capacity commerce conquer display drop roast rob style symbol vague figure Text B appreciate participate shift slip 1)My neighbours are a friendly bunch of people. 2)Dave amazed his friends by leaving a well-paid job to travel around the world. 3)The employees in this company work an eight-hour shift . 4)The professor came to the classroom with a bundle of newspapers under his arm. 5)A passenger asked the driver: “Could you drop me off near the post office? I'd like to post a letter.” 6)The little girl's capacity for learning languages astonished me. 7)How many countries will be participating in the Olympic Games? 8)I like the typically French style of living. It is so romantic. 9)They have made their fortunes from industry and commerce . 10)They threatened to shoot him and rob him of all his possessions.

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

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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