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大学英语全新版第三册 Unit 1 Changes in the Way We Live Objectives Students will be able to: 1. Develop reading skills—understand the main idea (tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life) and the reading skill of skimming; 2. Develop writing skills—writing strategy1: topic sentences followed by detailed sentences writing strategy2: comparison & contrast; 3. Learn the language—master the key language points and grammatical structures in the text; 4. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 4, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning Tsinghua 2. Revision Exx. of Unit 3 textbook 2 periods 1. Developing Ss’ reading skill of summarizing the 1. Ss sum up the main idea and main idea – skimming (Reading Course); major facts in Text 2 of Reading 2. Discussion related to Text A in Unit 1. Course; (In small class) 2. Ss debate on the topic of whether city life is better than suburban life 2 periods 1. background information about the changes in 1. Presentation of the courseware of our life the text; 2. Ss’ understanding the main idea and the 2. Questions and Answers; structure of the text; 3. Ss’ mastery of the key language points and grammatical structures in the text; (In big class) 2 periods 1. Further understanding of Text A; 1. Discussion: what changes have 2. Check of students’ reading of Text B you found in the way we live? 3. Learn the 2 writing strategies --- topic sentences 2. Questions & Answers followed by detailed sentences; comparison & 3. Learn to write essays with the 2 contrast writing strategies (In small class) 2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills. Text A Mr. Doherty Builds His Dream Life

Cultural Background 1. Ivy League eight long-established colleges and universities in the United States with prestigious academic and social reputation. Members of the Ivy League are Brown University in Providence, Rhode Island; Columbia University in New York City; Cornell University in Ithaca, New York; Dartmouth College in Hanover, New Hampshire; Harvard University in Cambridge, Massachusetts; University of Pennsylvania in Philadelphia; Princeton University in Princeton, New Jersey; and Yale University in New Haven, Connecticut.

2. Fahrenheit scale & Celsius scale Fahrenheit scale is a scale of temperature, first established by the German physicist Gabriel Fahrenheit in 1715. On his scale, water freezes at 32 °F and boils at 212 °F (under set atmospheric conditions). Celsius scale is first established by a Swedish scientist Anders Celsius in 1742. On this scale, water freezes at 0 °C and boils at 100 °C (under agreed standard atmospheric conditions). The Celsius scale was formerly commonly known as the centigrade scale because of the 100 divisions between the freezing- and boiling-points of water. To convert from degrees Celsius to degrees Fahrenheit multiply by 9/5 and add 32.

3. Individual Retirement Account (IRA) a US government plan that allows people to put part of their income into special bank account. No tax has to be paid on this money until they retire.

Classroom Activities 1. Discussion: Question1: What changes have you experienced in your life since you entered university? Question2: Why do so many townsmen prefer to spend their weekends or holidays in the countryside, rather than some other cities? Question3: What changes have you found in the way we live?

2. Debate whether city life is better than suburban life

3. Writing: Writing strategy 1: one topic sentence + several detail sentences Write a passage based on either of the two topic sentences and other words given. (10 minutes): Passage One: Topic sentence: John is a good student. Details: 1) study hard; 2) be too ready to help others Passage Two: Topic sentence: T-shirts are very popular in USA. Details: 1) people at different places wearing T-shirts; 2) people at different ages wearing T- shirts Writing strategy 2: Comparison & Contrast What to choose for comparison --- The most significant points to support the central idea How to organize your essay---two ways --- One side at one time --- Point by point

Language points 1. get by 过得去, 凑合 仅靠这笔钱,这对老夫妇是没法过活的. It is a little bit difficult for the old couple to get by on such a small pension. She never works but somehow she gets by. 2. make it: be successful 成功, 做得到 I’m sure we can make it with our joint efforts.(在我们的共同努力下能做到) 3. supplement: vt. add to sth. in order to improve it 补充 supplement … with 医生建议在我的饮食中补充维生素 E 和 A。 The doctor suggested supplementing my diet with vitamins E and A. n. an additional amount of sth. She has been ill and must have supplements to her ordinary food. 4. pursue: vt. 1) follow esp. in order to catch, kill, or defeat 追赶, 追踪 The police are pursuing an escaped prisoner. 2) be busy with; continue (steadily) with 继续, 从事 After graduation Martin chose to pursue the same career as his father as a doctor.(从事跟他 父亲一样的职业 --- 医生) 5. household: 家庭 a household name 一个家喻户晓的名字 household chores 家务琐事 household appliances 家用电器 6. get through: come successfully to the end 通过, 度过 当地政府已采取一些措施以确保全体人民熬过冬天。 The local government has taken some measures to ensure that all the people will get through the winter. She got through the entrance examination and was accepted by the college. 7. on balance On balance, it’s probably not advisable to change the company’s name. 8. illustrate: vt. provide with visual features; clarify by use of examples, etc. 举例说明, 阐明 Let me use another example to illustrate this difficult point. 9. digest n. a short account of written materials or data 文摘, 摘要 v. 消化, 领会, 融会贯通 Some food is hard to digest. I heard her speech, but I haven’t digested it yet. 10. generate: vt. bring into existence; produce 产生, 发生 煤燃烧时，产生热量。 When coal burns, it generates heat. The teacher’s remark generated loud laughter. 11. aside from: except for; in addition to (more usual in American English; same as apart from) 除了 Aside from an occasional game of tennis, he doesn’t take any exercise. This composition is good aside from a couple of spelling mistakes. 12. cut back: reduce in size or amount 削减, 减少 我们反对任何削减教育预算的计划。 We oppose any plans to cut back (on) education budget. 13. suspect: 1. believe to be true, likely or probable 怀疑, 猜想 * suspect that … I suspect that they are very disappointed. 2. believe to be guilty * suspect sb./sth. of sth. The police suspect him of murder. 3. a person who is suspected of guilt, esp. in a crime 嫌疑犯 The police have arrested two suspects in connection with the bank robbery. 14. profit: 1) n. money or advantage gained 利润, 得益 He makes a big profit from selling waste material to textile companies. 2) v. 得宜, 有益于 benefit profit / benefit ~ profit / benefit from ~ 15. resist the temptation ... The kids can’t resist the temptation of McDonald’s.

Review Exercises Useful Expressions 1. 过得去 get by 2. 寻觅心灵的满足 find contentment 3.自力更生的生活 a self-reliant life 4. 艰苦的生活 a tough life 5.日常的家务 household routine 6. 正如老话说的那样 as the old saying goes 7. 温馨快乐每一分钟 love / enjoy every minute of sth. 8. 过冬 get through the winter 9. 常青藤联合会学校 Ivy League schools 10. 带着……的祝福 with sb.’s blessings 11. 总的来说 on balance 12. 担任全职工作 be employed full time 13. 贷款按揭 mortgage payments 14. 至于 …… When it comes to … 15. 除……以外 apart from … 16. 外出吃饭 dine out 17. 生活水准/水平 living standard 18. 弥补收入差额 make up the difference in income 19. 听歌剧看芭蕾演出 attend the opera and ballet 20. 耐得住寂寞 a tolerance for solitude 21. 自给自足 self-sufficiency 22. 抵制诱惑 resist the temptation to do sth. 23. 怆然离去 leave with a feeling of sorrow 24. 自豪感 a sense of pride 25. 一旦形势好转 once economic conditions improve

Quiz of Unit 1 Part I Multiple Choice 1. Dozens of scientific groups all over the world have been ______the goal of a practical and economical way to use the solar energy. A. pursuing B. chasing C. reaching D. winning 2. Without proper lessons, you could ______a lot of bad habits when playing the piano. A. keep up B. pick up C. draw up D. catch up 3. Some old people don’t like pop songs because they can’t ______so much noise. A. resist B. sustain C. tolerate D. undergo 4. ______his sister, Jack is quiet and does not easily make friends with others. A. Dislike B. Unlike C. Alike D. Liking 5. The money I get from teaching the piano is a useful ______to my ordinary income. A. supply B. completion C. supplement D. compliment 6. There’s a whole ______of bills waiting to be paid. A. stock B. stack C. number D. sequence 7. Why should anyone want to read ______of books by great authors when the real pleasure comes from reading the originals? A. themes B. subtracts C. abstracts D. digests 8. Achieving a high degree of proficiency in English as a foreign language is not a mysterious ______without scientific basis. A. process B. practice C. procedure D. program 9. Construction workers should always have ______against personal injury. A. endurance B. insurance C. reassurance D. assurance 10. Nowadays almost all libraries are finding it increasingly difficult to remain within their ______. A. premium B. investment C. budget D. profit

Part II Put the following sentences into English: 1. 在过去的十年里,中国大多数人家的收入都有所增加. 2. 农民们趁天好在收割庄稼.他们的家里开始装满谷子和其它农产品. 3. 现在许多博物馆发现越来越难维持预算. 4. 电视作为一种娱乐活动是电影的补充而不会替代电影. 5. 他是一个热情的京剧迷.除了看京剧之外, 他什么电视都不看. 6. 鉴于人们越来越关心室内环境的质量,有些设计学院的大学生正在考虑开一家室内 装潢公司. 7. 许多政府官员抵抗不住金钱的引诱,结果犯罪入狱. 8. 在人的一生经历中,必定会面对许多伤心的失望. 9. 一个人不可能不犯错误.要紧的是他必须正视错误,尽力以后不犯类似的错误. 10. 这种材料主要用于改善房屋的质量.它是由江苏的一家私营企业发明的,现在全国都 用.

Part III Compound Dictation Most American workers travel each day to jobs in factories, offices, laboratories, shops and schools. But for a growing number of people in the United States, the work place is changing. More Americans are choosing to work at home. There are several reasons for this change. One reason is many parents want more time to be with their children at home. Another is that people want the freedom to decide for themselves how and when to do their job. The most important reason, however, is the revolution in computer technology. With computers, there is less need for people to come together to work. Computers can be linked by telephone lines with other computers far away. A worker can write a report or add information to company records on a computer at home and then send the finished work to a computer in another city. Americans are already using computers to do many different kinds of jobs at home. Many highly skilled workers, for example, ask their computers for the chance to work at least part of time at home. They say they can think more clearly and be more creative in the quiet, peaceful atmosphere of their home.

Key to Quiz Part I ABCBC BDBBC Part II Translation 1. For the past decade there has been a rise in the income of most Chinese households. 2. The farmers are taking advantage of the fine weather to get in their crops. Their houses are beginning to fill with grains and other produce. 3. Nowadays many museums are finding it increasingly difficult to remain within their budget. 4. Television is a supplement to film and will not replace it as a means of entertainment. 5. He is an ardent Beijing Opera fan; he hardly watches any television aside from Beijing Opera. 6. Seeing that more and more people are concerned about the quality of their indoor environment, some of the students in the School of Design are considering starting an interior decoration business. 7. Quite a few government officials failed to resist the temptation of money; as a result, they committed crimes and were put in jail in the end. 8. A person surely has to face a good many bitter disappointments before he gets through life. 9. It is impossible for a person not to make mistakes. What matters is that he must face up to his mistakes and do his best not to repeat them. 10. This material is primarily used for the improvement of the quality of houses. It was invented by a private-run company in Jiangsu Province, but now it is used on a national scale.

Unit 2 Civil-Rights Heroes Objectives Students will be able to: 5. Develop reading skills—grasp the main idea (early civil-rights struggles in the US, esp. the Underground Railroad) and structure, and learn to guess the unfamiliar words in context; 6. Develop writing skills—learn to use library resources and other resources to locate the information; 7. Learn the language—master the key language points and grammatical structures in the text; 8. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 2, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 1 of Qinghua textbooks Ⅱ&Ⅲ 2 periods 1. Ss’ understanding the main ideas in each part of 1. Presentation of the courseware of Text A and the text structure; the text; 2. Ss’ mastery of the key language points in the 2. Discussion: What are the special text; contributions of Abraham, John and (In multimedia room, big class) Martin to the Americans? 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ further understanding of Text A; 2. Presentation of courseware for Ss 3. Exercises of Text A. to understand some difficult (In small class) sentences in Text A; 3. Discussion: the pros and cons of assisting in helping the slaves to freedom. 2 periods 1. Reviewing of Text A 1. Story-telling: some freedom 2. Ss’ comprehension of Text B givers in Chinese history; 3. Developing writing skill; 2. Using library resource and other 4. Developing reading skill. resources for information; (In small class) 3. Supplementary exercise for Ss to practice guessing unfamiliar words in context. 2 periods 2 after-class-periods of students’ autonomous 1. Reviewing what has been learned learning in the Self-Access Center in class with learning resources; 2. Makeing up for what Ss believe as their weak points in the four skills; 3. Reinforcing Ss listening skills.

Text A The Freedom Givers Ferqus M.Bordewich Cultural Background 1. the civil rights movement (in the US) the national campaign by African-Americans for equal rights, especially in the 1950s and 1960s. The campaign included boycotts (refusals to buy particular products), the actions of freedom riders, and in 1963 a march to Washington led by Martion Luther King. It succeeded in causing the introduction of bussing and affirmative action. The Civil Rights Act of 1964 and the Voting Rights Act of 1965 were also introduced as a result of the civil rights movement, which has helped to change the attitudes of many white Americans.

2. the Underground Railroad A secret system used in the US before the Civil War for helping thousands of slaves to escape to the free northern states or Canada. The slaves were called “passengers”, the people who helped them were “conductors”, and the slaves hid in “stations” (safe houses) along the way.

3. Slavery Slavery played a particularly important role in the history of the US. The first slaves were taken to North America from Africa by the Dutch in 1619. By the time of the American Revolution (1775) there were 500000 slaves, mostly in the South. After the Revolution the northern states made slavery illegal but the South needed cheap labor for the cotton plantations. Gradually the South’s economy became dependent on slaves and by 1860, the year before the Civil War, there were about 4 million slaves. Conflict between the North and the South increased, and it became clear that supporters and opponents of slavery could not continue to be part of the same country. In 1861 the slave states left the US and formed their own government. This was the beginning of the Civil War. After the North won the Civil War and brought the southern states back into the US, slavery was ended. But little changed for former slaves. Some moved to the North but there were not enough jobs there and many suffered prejudice from Whites. Those that stayed in the South often worked on the plantations where they had been slaved. They were paid for the work, but had to buy food and clothes. Many had to stay there trying to pay off debts which became larger each year.

4. Uncle Tom’s Cabin a novel (1852) by the US writer Harrier Beecher Stowe which increased support for the movement to free slaves. It is about a kind slave called Tom who is badly treated and finally killed by Simon Legree. Tom’s daughter Little Eva also dies, and another well-known character in the novel is the slave child Topsy. The name Uncle Tom is sometimes used as an insult to describe an African-American who has too much respect for white people.

5. Quaker any member of the Society of Friends, a religious group established in England in the 1650s by George Fox. They were originally called Quaker because members were thought to “quake” or shake with religious excitement. Quakers worship Christ without any formal ceremony or fixed beliefs, and their meetings often involve silent thought or prayer. They are strongly opposed to violence and war, and are active in education and charity work. Classroom Activities 1. Group discussion • What are the special contributions of Abraham, John and Martin to the Americans? • How did the three men die? • Whom did they free?

2. Read the introductory part of the text (Page 38) and think about the following questions. • 1. What is an underground railroad in the normal sense? • 2. What is this underground railroad special for? • 3. Can you imagine what this railroad was built for? • 4. What probably are the dreams of the passengers? • 5. What probably is the destination of their dreams?

3. Problem-solving • If you had been free individuals living at the time, do you think you would have assisted in helping the slaves to freedom? Consider the pros and cons of your decisions, including the dangers for yourselves if you decided to help.

4. Story-retelling • some freedom givers in Chinese history.

Text Analysis

When we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like "Methodist Minister", "Bible", "Quaker". Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians. The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker 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. Direct speech is more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying "The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color." On other occasions, direct speech makes a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: "Oh, no! Don't you know? I'm free!" His joy affects us all.

Language Study I. Useful Expressions 1.微风 a gentle breeze 2.支持 stand up for 3.有原则的人 a man of principle 4.历史遗迹 a historic site 5.解放奴隶 liberate slaves 6.决定要做某事 be intent on doing sth. 7.轻轻的敲门声 a soft knock 8.铸铁 iron molding 9.报告消息 spread the news 10.宗教信仰 religious convictions 11.得到庇护 find refuge 12.下一段行程 next leg of the journey 13.主要路线 principal routes 14.面临危险 face risks 15.课以罚金 impose a fine 16.记录 keep a log of 17.路标 road signs 18.出殡队伍 a funeral procession 19.未开垦的土地 a virgin land 20.在(某人)看来 in the eyes of (sb.)

Ⅱ.Important Language Points 1. stand up (for sb./sth.): speak, work, etc. in favour of sb./sth.; support sb./sth.

You have to be prepared to stand up for the things you believe in. Don't be afraid to stand up for yourself. 2. historic: famous or important in history

In his book, Churchill recalls that historic first meeting with Roosevelt. More money is needed for the preservation of historic buildings and monuments. Cf.: historical

Historical people, situations, or things existed in die past and are considered to be a part of history. Many historical documents were destroyed when the library was bombed. 3. forge: (fig) create by means of much hard work

The two countries agreed to forge closer economic ties. She forged a new career for herself as a singer. 4. authorize: give approval or permission for (sth.); give authority to

The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power. The President requested that Congress authorize the presence of US troops in the eastern region. He was obliged by the arguments of the Minister of Labor to authorize a 23 percent general wage increase. 5. exploit: brave or adventurous deed or action

The general's wartime exploits were later made into a film and a television series. My grandfather entertained us with stories of wartime exploits. 6. be intent on doing sth.: be eager and determined to do sth.

Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records. 7. on the side: as an additional job or source of income; secretly

Some teachers have to find ways of making some money on the side. In order to earn enough money to send his children to school, he makes a little money on the side by cleaning windows in his spare time. 8. close in (on/around): come near to, esp. in order to attack from several directions; surround

Hitler committed suicide as Soviet forces were closing in on Berlin. Right after the suicide explosion, Israeli troops began to close in on the Palestinian city. 9. conviction: firm opinion or belief

The old woman had a firm conviction that there would be a better life after death. A non-believer, Tom doesn't have any religious convictions. It is her personal conviction that all corruption should be exposed and dealt with according to relevant laws. 10. impose:

1) place a (penalty, tax. etc.) officially on sb./sth.

The government has made a decision to impose a further tax on wines and spirits. The local government tried to impose fines on the factories which poured untreated waste into the river. 2) try to make sb. accept (an opinion or a belief)

I wouldn't want to impose my religious convictions on anyone. It may not be wise for parents to impose their own tastes on their children. 11. compel: make (sb.) do sth.; force

In the past children were frequently compelled to work from an early age. A large debt burden compelled many developing countries to undertake stabilization and adjustment policies. 12. pass for: appear like; be accepted or looked upon as (same as pass as)

He speaks American English well enough to pass for an American. My younger sister really wants to go and see the film, but I don't think she'd pass for 18.

Word Formation Adjectives ending in –ly • --- formed from nouns referring to people, indicating a quality that those people typically have or should have (friendly, cowardly, motherly); • --- related to nouns indicating a period of time and describe things that happen at regular intervals (monthly, weekly), they are both adj. and adv. • --- some are not related to nouns (lonely, lively) • Writing Strategy

Using library resources • General references (dictionaries, encyclopedias, atlases,etc) • Index （ 索 引 ） , Catalogs （ 目 录 ） (information on what has been written and published about a subject) • Abstracts（摘要） • Bibliographies（参考书目）

Reading Strategy

Guessing unfamiliar words in context by • Synonym (同义词) • Antonym （反义词） • Example （例子） • General sense of the sentence

Revision Exercises Ⅰ. Translation 1. The rest of them used to be unfriendly to me, ______(但是 约翰一直支持我). 2. Children’s toy guns now ______(看上去像真的 一样简直可以以假乱真) . 3. It is difficult to estimate ______( 私下做兼职 的人的数量). 4. With years of English learning, ______(他逐渐意识到广泛阅读的重要 性). 5. The earliest literature in that country takes the form of narrative poem ______(歌颂伟人的功绩).

Key to Translation 1. but John always stood up for me 2. look so real that they can often pass for the real thing 3. the number of people doing part-time jobs on the side 4. he came to realize the importance of extensive reading 5. singing the exploits of famous heroes Unit 3 Security Objectives Students will be able to: 9. Develop reading skills—grasp the main idea (America is deteriorating into “the most insecure nation”) and structure Text A (opening-body-conclusion), and the reading skill of making prediction (in the Reading Course); 10. Develop writing skills—learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading; 11. Learn the language—master the key language points and grammatical structures in the text; 12. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 3, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Ss’ understanding the text structure and the main 1. Presentation of the courseware of ideas in each part of Text A; the text; 2. Ss’ mastery of the key language points and 2. Discussions: See Classroom grammatical structures in the text; Activities 1-1);. (In multimedia room, big class) 3. Assignment: Preparation of Text B. 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ further understanding of Text A; 2. Presentation of courseware for Ss 3. Features of Text A: the use of key words, shift to understand some difficult of tenses, examples of contrast; sentences in Text A; 3. Ss’ summary of Text B: the author’s attitude 3. Discussion: See Classroom toward gun control. Activiti1-2)e;. (In small class) 4. Assignment: Ss’ preparation for mock debate: Have gun, will shoot (See Classroom activities 3) 2 periods 1. Mock Debate: Have gun, will shoot 1. 3 Ss presentation of the debate in 2. Developing reading skill: making prediction; class; 3. Developing writing skill; 2. Supplementary reading practice: skimming and scanning; (In small class) 3. Paragraph development with cause and effect; 2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills.

Text A The Land of the Lock Bob Greene Introductory Remarks Once upon a time in China, no one picked up and pocketed anything lost on the road, while no family had the need to bolt the doors at night (路不拾遗，夜不闭户). However, this is no longer true nowadays. The same change has taken place in the US. Today we’ll take up Unit 3 with the topic of Security. And you will have a glimpse of how insecure a nation the US has become from the Texts in this unit.

Cultural Background

1. Security Problems in the USA

Laws are designed to protect us and ensure our safety in all aspects of our lives: physical, financial, psychological and social. Yet not a day does go by that we don’t hear of crimes taking place in our city or state. When a crime is committed, public safety becomes endangered and specific individuals or groups may feel violated. While we would like to avoid such events, they take place all too often. Here are some statistics that demonstrate this:

 Every two minutes, somewhere in America, someone is sexually assaulted (强奸).  In 2002, there were a total of 4,854 cases of aggravated assault in Washington DC. On a daily basis, this computes to 13.2 aggravated assaults a day.  In Maryland, there were 3,228 cases of larceny and thefts per 100,000 people in 2002. This is one-third higher than the national average rate of 2,445.8 cases per 100,000.  In Detroit, there were 41.79 murders per 100,000 people in 2002. This is alarmingly way above the national average rate of 5.6 for the same year.  In 2002, with the exception of burglaries, Philadelphia led all crime levels which were above the national average rates for murder, forcible rape, robbery, aggravated assaults, larceny/theft and motor vehicle theft.

In addition to crimes against individuals,

 Corporate crime has recently jolted the corporate world with the likes of the Enron scandal and the Martha Stewart arrest. Across , worker rights are often violated by threats of firing and other reprisals made to those who dare to exercise their lawful right to collective bargaining and unions. In 2000, when a department of meat cutters at a Wal- Mart center in Texas voted 7-3 in favour of unionization, Wal-Mart eliminated the meat cutting department, choosing instead to pre-cut meats, resulting in the elimination of meat cutting jobs nationwide. The garment and fabric factories of New York are filled with immigrant workers, many of whom do not have proper working documents. Many of these workers end up enduring poor working conditions for fear of deportation and INS investigations, encouraged by the factory owners. Through collective bargaining, unions protect the rights of workers by giving them fair representation in the work place. On the contrary, some union leaders have been charged for their involvement in crime activities (racketeering（勒索，诈骗）, fraud and tax evasion（逃税）, embezzlement（侵吞， 挪 用 ） , and extortion). Union or not, corporate crime exists on both ends of the continuum （ 统 一 体 ） , where the workers continue to be victimized and their rights violated.  Another major type of crime is terrorism. The tragic events of 9/11 and the terrorists that brought on those acts of destruction have changed the lives of Americans forever.  The War on Drugs deals with addressing the violation of drug laws. Tremendous resources have been devoted and spent on this war, locally and internationally. The recent extradition (引渡) of drug criminal Gilberto Rodriguez Orejuela to the US is a sign that indeed the US is continuing to wage a war against drug crime.

2. The 9/11 Tragedy

Hijacked Planes Destroy Twin Towers, Burn Pentagon

Tuesday September 11 6:23 PM ET

By Alan Elsner and Arthur Spiegelman

NEW YORK/WASHINGTON (Reuters) - In the worst attack on American soil since Pearl Harbor, three hijacked planes slammed into the Pentagon (news - web sites) and New York's landmark World Trade Center on Tuesday, demolishing the two 110-story towers that symbolize U.S. financial might.

Horrific scenes of terrified people fleeing the mayhem flashed across TV screens as the mighty twin towers located near the tip of Manhattan imploded one at a time, sending a massive plume of dust and smoke billowing over the city.

No death toll was immediately available but officials feared the number could climb into the thousands, as 40,000 people alone worked in the steel and glass Trade Center. New York officials said hundreds of firefighters and police may have perished trying to save others.

World leaders condemned the attack and vowed to stand together against international terrorism. German Chancellor Gerhard Schroeder called the strikes a ``declaration of war against the civilized world.'' The attacks presented President Bush (news - web sites) with the sternest test of his eight-month presidency. He cut short a trip to Florida and flew to a Offutt Air Force Base in Nebraska, after stopping briefly in Louisiana where he vowed to bring those responsible to justice.

The attacks, which involved the hijacking of four commercial planes -- two from Boston, one each from Newark and Dulles, outside Washington -- brought normal life across the United States to a standstill, turned the major cities of the nation into eerie ghost towns.

All financial markets were closed, millions of workers sent home early, all flights around the nation were canceled and all airports shut in an unprecedented move. Markets were to remain closed on Wednesday.

3. The Issue of Gun Control and Gun Right The debate over gun ownership is centered on the Second Amendment to the Constitution, which protects "the right of the people to keep and bear arms."

Gun control advocates believe that right does not extend to ownership of military-style firearms that are otherwise known as assault weapons. They point to incidents such as the Columbine high school massacre in April 1999, which resulted in the deaths of 14 students (including the two gunmen) and a teacher, in support of banning assault weapons. They also support measures intended to curb gun-related violence, such as mandatory child safety locks, background checks on those wishing to purchase a gun, limits on the number of guns a person can buy and raising the age limit for gun ownership.

Gun rights groups, led by the National Rifle Association, argue that these and other proposals infringe on the constitutional rights of law-abiding citizens. They maintain that bans on the sale of certain types of weapons have not proved effective in reducing violent crime, and that proposals for stricter background checks at gun shows are designed to eliminate gun shows themselves. Some gun manufacturers have volunteered support for safety locks, but the NRA has criticized safety locks for placing an undue burden on gun manufacturers without a proven benefit to the public.

HOW IT MAY AFFECT YOU At the forefront of the debate over guns is the assault weapons ban that went into effect in 1994. The ban, which was part of a larger anti-crime bill passed by Congress and signed by President Clinton that year, applies to 19 specific models of semi-automatic firearms and to other guns with assault-weapon features. The ban expired Sept. 13, 2004, and gun rights groups were pressing Congress to allow the ban to lapse. Gun control advocates responded with a massive public relations campaign encouraging voters to tell their elected representatives that Congress should renew the ban.

The issue has become a hot potato in a presidential election year, with President Bush and Sen. John Kerry taking positions designed not to infuriate voters on either side of the debate. Bush said he supports an extension, but gun control advocates accused him of failing to pressure Congress into action. Kerry announced his support for extending the ban, even as his campaign sought to boost the Democratic presidential nominee's credentials as a gun owner and hunter.

Republican congressional leaders say the ban was allowed to lapse because gun control advocates in the House and Senate did not have enough votes to extend it. They may be right. Most Republicans in Congress oppose an extension, and Democrats were far from united in support of preserving the ban. Democrats representing rural areas kept mum on the issue, perhaps mindful of their constituents' sensitivity to gun control measures. In addition, some Democrats believe their support of the assault weapons ban cost them control of the House and Senate in 1994, and that the gun control issue hurt Al Gore's standing in key states during the 2000 presidential election.

THE MONEY If lawmakers are guilty of tiptoeing around gun control issues, it is because the NRA and other gun rights groups wield an enormous amount of influence in Washington. The source of that influence is money. Gun rights groups have given more than $17 million in individual, PAC and soft money contributions to federal candidates and party committees since 1989. Nearly $15 million, or 85 percent of the total, has gone to Republicans. The National Rifle Association is by far the gun rights lobby's biggest donor, having contributed more than $14 million over the past 15 years. Gun control advocates, meanwhile, contribute far less money than their rivals -- a total of nearly $1.7 million since 1989, of which 94 percent went to Democrats. The leading contributor among gun control advocates is the Brady Campaign to Prevent Gun Violence, formerly known as Handgun Control, which has given $1.5 million over the past 15 years.

If gun rights groups have a substantial advantage in campaign contributions, they dominate gun control advocates in the area of lobbying. The NRA alone spent nearly $11 million lobbying elected and government officials from 1997 to 2003. But it wasn't the gun rights lobby's biggest spender. That was Gun Owners of America, which spent more than $18 million on lobbing over the same period. By contrast, the Brady Campaign to Prevent Gun Violence spent under $2 million on lobbying from 1997 to 2003, and the Coalition to Stop Gun Violence spent $580,000.

The National Rifle Association has an additional advantage over all other groups in the debate. As a membership organization, the NRA can spend unlimited funds on communications to its 4 million members that identify pro-gun candidates. Those members also contribute millions of dollars in limited donations to the NRA's political action committee, which runs ads aimed at the general public that expressly advocate the election or defeat of a federal candidate. Since 1989, the NRA has spent more than $22 million on communications costs and independent expenditures, with more than $18 million spent in support of Republican candidates.

Classroom Activities

1. Group Discussion 1) Pre-reading Discussion  Is there anything that you feel insecure about when living on campus? (Mainly theft of our personal property like bikes, purse, bank card, money, etc. besides robbery, burglary, sexual assault.)  In our families, what measures do we take to prevent burglaries? For example, is there an anti-burglary door at your apartment?  In our contact with the outside world, what precautions do we take to steer clear of danger?

2) While-reading Discussion Ss point out the changes (examples of contrast in Para 1 and Para 4, Para 10 and Para 11, Para 12 and Para 13) in security that have taken place in the US. The past situation The present situation  Left the front on the latch at night;  Dead-bolt locks, security chains;  No one carried keys;  Electronic alarm systems and trip wires  The last one in for the evening would hooked up to a police station or guard firm; close up.  Sliding glass doors on the patios with built-in steel bars.  A policy of free access  Access card that allow you in and out of the place of work and keep the outsiders away.  Airport—a place of education and fun;  Electronic X-ray equipment to hold the  Parents used to take children out to terrorists at bay; departure gates to watch planes land and  Electronic friskers take off.

3) Post-reading Discussion  What do you think has led to deterioration in security in the US?  Is there a similar problem in other parts of the world today? If so, what can be done to better the situation?  What do you understand by the author’s remark “We have become so smart about self- protection that, in the end, we have all outsmarted ourselves”?

2. Mock Debate Prepare and debate on the following topic. 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. Suppose you are two groups of Americans holding contrary views on gun control and debate the issue.

1). Complete the following table. Reasons for owning a handgun Reasons against owning a handgun Dangerous society If one has a handgun, more and more people will buy them.

2). In small groups, compare your answers. What are your own ideas on these questions?  Do you think having a personal gun is a good idea? Why or why not?  What would cause you to buy a personal gun?  Describe the circumstances that would make a gun a necessary part of every home.

Text Analysis Features of Text A

1 The use of key words

When we read, we are not only learning new vocabulary or structures, but also looking for key information. Identifying keywords is even more important if our reading time is not that plentiful. "Lock" is the keyword in this text, by locating "lock's" throughout the text, we get a pretty good idea of what this essay is about.

2 Examples of contrast

There are several examples of comparison and contrast in this article: Para 1 vs. Para 4, Para l0 vs. para 11, Para 12 vs. para 13. The first pair acts as the opening of the whole piece of writing.

The latter two are just two supporting details for the central argument.

3 The shift of tenses

It's interesting to see how the author threads his narration back and forth between the past and the present. Never for once does he write "in the past" or "at present" explicitly. He has still cleverer devices at hand, like a subtle tense change (e.g. simple past in Para 1 vs. present perfect in

Para 4), a phrase that indicated an old habit in contrast with a phrase indicating the current state

(i.e. "used to" vs. "no longer" in Para 11), or a summary sentence ("It wasn't always like that" in

Para 12).

Review Exercises I. Useful Expressions 1. (门)关着但没上锁 on the latch 2. 带钥匙 carry keys 3. (暂时)关闭 close up 4. 巡逻严密的城区街道 well-patrolled urban streets 5. 据称很宁静的地区 the allegedly tranquil areas 6. ……的时代结束了 the era of … is over 7. 电子报警系统 electronic alarm systems 8. 连接到 hook up to 9. 内置，嵌入 build in 10. 处于监控下 under surveillance 11. 设置路障 put up barricades 12. 保安 security guards 13. 不让靠近 hold/keep (sb.) at bay 14. 电子搜查器 electronic friskers 15. 看都不看一眼 without so much as a sideways glance 16. 代表；表示，象征 stand for 17. 沉浸于，沐浴于 be bathed in 18. 误差率很小/大 with/by a small/large margin of error 19. 在人类文明的历史上 in the history of civilized man 20. 聪明反被聪明误 outsmart oneself 21. 回首/回顾（过去） look back on 22. 看不见的恐惧 unseen horrors

II. Spot Dictation Planning for Safer Buildings 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. The south World Trade Center building fell fifty-six minutes after a passenger plane crashed into it. The north building fell about one hundred minutes after a similar crash. Each building was four hundred ten meters tall. Experts say the buildings could not survive the extremely hot fires caused by the airplane fuel.

Text B Why I Bought a Gun Gail Buchalter Questions to check Ss’ understanding 1. Why did the author decided to buy a gun? 2. What did she do after she bought the gun? 3. Was it a wise decision to buy a gun? Why/Why not? 4. What was her friends opinion on buying a gun?

Unit 4 Extraterrestrials Objectives Students will be able to: 1. Developing reading skills—understand the main idea and structure of the text (narration in time sequence); appreciate the difference between formal speech and informal speech; 2. Developing writing skills—review the strategy of writing an expository essay in Unite Three, Book One, and learn two more points; 3. Learning of the language—master the key language points and grammatical structures in the text; 4. Integrating the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unite.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 4, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Ss’ presentation on the warm-up exercises 1. Ss enjoy the movie and then 2. Vocabulary extension re-tell the story “The Family’s 3. An introduction of background information Encounter with an E.T.” after group discussion; 2. Ss learn some words about (In small class) E.T.; 3. Issac Asimov; Venus; The Solar System; Space Exploration; US Federal government; 2 periods 1. Ss’ global reading of Text A: 1. Part-division; True or false 2 Language study statements; Table-completion; 2. Ss’ mastery of the key language points and (In multimedia room, big class) grammatical structures in the text;

2 periods 1. T checks on Ss’ after-text exercises; 1. T asks Ss to do some after-text 2. Ss’ pair work: informal speech Vs formal exercises; speech 2. Ss pair compares the speech 3. Developing writing strategy: to write an style of the sheriff with that of explanatory story; the two Venusians, and then T 4. Role play; sum up the characteristics of formal and informal speech; 3. Ss learn some guidelines of an (In small class) explanatory story; 4. Two groups of three Ss perform the story; 2 periods 1. Listening and Speaking Course in the Self- Ss’ autonomous learning Access Center; 2. Revision Ex. of Unit 1

2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the SAC class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills. Text A The Watery Place Issac Asimov Cultural Background 1.extraterrestrial life Extraterrestrial life refers to life-forms that may have evolved on other planets. There is no hard evidence at present that life exists other than on the Earth. Most UFOs have been satisfactorily explained as being natural or man-made, and the Viking missions to Mars were inconclusive in testing for the existence of life on that planet. Nevertheless, searches have been and are being made for signs that life has arisen in other parts of the universe. Certain knowledge either that life is confined to planet Earth or has been found elsewhere would have the profoundest philosophical implications for mankind. Factors contributing to any assessment of the probability that life exists elsewhere must include the size, age, and structure of the universe, and the conditions under which life as we know it can originate and evolve. Other factors of relevance in the search for extraterrestrial life include an assessment of the probability that intelligence leading to scientific and technological civilizations similar to our own may arise.

2.space exploration 1926 Robert Goddard in the USA successfully designed the first liquid fuelled rocket 1957 the Soviet Union put the first artificial satellite, Sputnik Ⅰ, in orbit 1958 the US ExplorerⅠ 1961 Yuri Gagarin the first man in space President Kennedy proposed the Apollo programme 1969 Neil Armstrong and Edwin Aldrin landed on the moon Early 1970s space stations were launched by both the USA and the Soviet Union 1975 an Apollo capsule linked up with a Soviet Soyuz capsule 1989 the US probe, Voyager 2, reached Neptune Space technology has resulted in numerous applications, and telecommunication satellites have greatly improved global communications; while meteorological satellites provide advance weather information, and reconnaissance satellites register the earth’s resources and military information. More recently, space exploration is being extended by the launching of artificial satellites into Earth orbit carrying advanced technological packages to further our astronomical knowledge of the wider universe.

3.the Congress Congress, the central law-making body in the US, is made up of the House of Representatives and the Senate. The House of Representatives is the lower but more important of the two houses of Congress. It has 435 members, called Representatives or Congressmen/Congresswomen elected by their state. The member of Representative for each state depends on the size of the population of the state, with each state having at least one Representative. The Senate is the higher but less powerful of the two houses of Congress. It has 100 members, called Senators, elected by their state. Each state has two Senators. Congress decides whether a BILL (suggested law) becomes law. If the Senate and the House of Representative both agree to a bill, the President is asked to agree. The President can veto (=say no to) the bill, but Congress can still make it a law if 2/3 of the members of each house agree to it. 4.the Supreme Court The Supreme Court of the United States was created in accordance with this provision and by authority of the Judiciary Act of September, 24,1789. It was organized on Feb. 2, 1790. The judicial branch is one of the three branches of US federal government and operates the system of law courts. The Supreme Court in Washington, D.C. is the highest court in the US, and is very powerful. The Supreme Court consists of the Chief Justice of the United States and such number of Associate Justices as may be fixed by Congress. The number of Associate Justices is currently fixed at eight. Power to nominate the Justices is vested in the Present of the United States, and appointments are made with the advice and consent of the Senate. Court Officers assist the Court in the performance of its functions. They include the Administrative Assistant to the Chief Justice, the Clerk, the Reporter of Decisions, the Librarian, the Marshal, the Court Counsel, the Curator, the Director of Data Systems, and the Public Information Officer. Congress has from time to time conferred upon the Supreme Court power to prescribe rules of procedure to the followed by the lower courts of the United States.

Classroom Activities 1. Warm-up exercises: 1) show time and oral practice: Ss enjoy a slice of the movie: E.T. Group discussion: The Family’s Encounter with an E.T. And then Ss present. 2) word web Ss learn some words about E.T. 2. An introduction of background information: Issac Asimov; Venus; The Solar System; Space Exploration; US Federal government; 3. Global-Reading: 1) Part division: T guides Ss through the directions for Text organization Exercise 1. Ss listen to the tape of the first four paragraphs to see how the text can be divided into two parts. Ss find out the main idea for this text in the first four paragraphs (Para 2). 2) True or false statements: 3) Table completion: Ss do Text Organization Exercise 2 to learn how the main body of the text is narrated according to time sequence. 4. Language study A. New Words and Expressions: pessimistic & optimistic; on account of, because of, owing to & due to; alike & dislike; supreme & superior (to); regardless of & in spite of; leave…alone & let alone; go over & go for isolate…from…; make like + sb./sth./clause B. Abbreviation: WTO; WHO; IOC; GDP; ATM; CAD; CPU; IT; MTV; CNN; NASA C. Structure: passive infinitive－to be done; nominative absolute construction 3. Post-reading tasks: 1) Formal and informal speech T asks “What caused the sheriff’s misunderstanding?” (see Text Analysis) Further explanation: Nearly everybody has at least a formal and informal style. The formal words are mainly borrowed from Greek, Latin, and French. They are often used in official report, commercial letters, regulations and so on. In an informal speech, the rules of contraction are used more often, the syntactic rules of negation and agreement may be altered, and many words are used that do not occur in the formal speech. One mark of an informal style is the frequent occurrence of slang. Informal words: daddy, gonna to, pal, you know Formal words: father, going to, companion Formal Informal It is important that we should do it. It is important for us to do it. It seems that he is a teacher. He seems to be a teacher. If you come early, you will see him. Come early and you will see him. What on earth are you doing? What in the hell are you doing? To begin with, we must consider this thoroughly. First we must consider this thoroughly. 2) Role Play Break into groups of three and do a role play based on the changed plot of the story The Watery Place as described below: Imagine one of you is Cameron’s deputy and the other two the Venusians. Cameron happens to be away when the Venusians come to visit his office. At the sight of the unexpected guests walking towards him, the deputy manages to stay calm. He greets the men from space, listens to what they have to say and tries to handle their requests. When he learns that the Venusians are ready to help humans, the deputy proceeds to discuss with them some of the problems on Earth— pollution, the rapid exhaustion of natural resources, overpopulation, etc.—and seek their advice about solution. Step 1 Form groups Make groups of three people. Two of them will be the Venusians, and the other will be Cameron’s deputy. Step 2 Prepare The Venusians and the deputy prepare their greeting and discussion of the problems together. Step 3 Carry on the story The story telling will be carried on within each team. It should be a complete story, including greeting part, problems discussion and ending. Each group has to discuss at least two of the problems. One or two groups may be invited to perform in class. 3) Writing Strategy: How to write an explanatory story Narrowing the scope of discussion Making clear your attitude toward the subject Preparing enough material Dramatizing the issue 4) T guides Ss through some after-text exercises. T checks on Ss’ home reading (Text B) and extensive reading.

Revision Exercises Useful Expressions 1.由于 on account of 2.非得，坚持 insist on doing sth. 3.下班 knock off 4.击倒，撞倒 knock down 5.上床睡觉 hit the sack 6.瞪大双眼 bug one’s eyes 7.观察 have …under observation 8.有话直说 spit out 9.喜欢 go for 10.不论 regardless of 11.为… at sb.’s service 12.加快信，快件 a hurry-up message 13.气坏了 go to pieces 14.逐渐消失 fade out 15.准备，逐步发展 work up

Quiz of Unit 4 Ⅰ Error-correcting: Science, in practices, depends far less on the experiments it prepares than on the preparedness of the minds of the men who watch the experiments. Sir Isaac Newton supposedly uncovered gravity through the fall of an apple. 1. ______Apples had been fallen in many places for centuries and thousands of people 2. ______saw them fall. But Newton for years had been curious about the cause of the 3. ______orbital motion of the moon and planets. What kept them in place? Why didn’t they fall out of the sky? The fact why the apple fell down toward the earth and 4. ______not down into the tree answered the question he had been asking himself about 5. ______those larger fruits of the heavens, the moon and the planets. How many men must have considered the possibility of an apple falling up into 6. ______the tree? Newton did because he was not trying to predict nothing. He was just 7. ______wondering. His mind was ready for the unpredictable. Unpredictability is part of the essentially nature of research. If you don’t have unpredictable things, 8. ______you don’t have research. Scientists tend forgetting this when writing their cut 9. ______and dried reports for the technical journals, so history is filled with examples of it. 10. ______Ⅱ Multiple choices 1. Every man in this country has the right to live where he wants to, ______the color of his skin. A) with the exception of B) in the light of C) by virtue of D) regardless of 2. The old couple decided to ______a boy and a girl though they had three children of they had three children of their own. A) adapt B) bring C) receive D) adopt 3. The house was very quiet, ______as it was on the side of a mountain. A) isolated B) isolating C) being isolated D) having been isolated 4. ___ his sister, Jack is quiet and does not easily make friends with others. A) Dislike B) Unlike C) Alike D) Liking 5. Ford proposed a system ______each worker would have a special job to do. A) that B) which C) in which D) in that 6. Although he knew little about the large amount of work done in the field, he succeeded ______other more well informed experimenters failed. A) which B) that C) what D) where 7. One day I ______a newspaper article about the retirement of an English professor at a nearby state college. A) came across B) came about C) came after D) came at 8. They finally ______our way of thinking. A) came into B) came round to C) came on with D) came up with 9. You need something to do. Why don’t you ______teaching English? A) go through with B) go in for C) go up D) go for 10. He said that car ______park outside his house. A) is able to B) could C) must D) would

Ⅲ Reading Comprehension Passage 1 The next great land area that man hopes to colonize is the moon. In size it is nearly equal to the area of North and South America. However, it presents a hostile environment. Temperature rangers from 120 to -150 degrees Centigrade. There is no air, no water. Today there is considerable scientific speculation about living on the moon. When man will begin life on the lunar surface is still not determined. But experts believe that colonization will take place in three steps. First, there will be increasing periods of exploration with temporary shelters. These periods will be followed by longer stays with housing under the surface of the moon and daily necessities brought by the colonizers themselves. Finally, colonies that are self- supporting will be established. The principal job of the early settlers will be to stay alive. They will have to plant crops under huge domes to produce food and oxygen and find water sources. After this is done, the settlers will have time to explore the possibilities of commercial development and to make discoveries important to science. The characteristics of the moon that make it bad for human survival may make it ideal for certain kinds of manufacturing. Operations requiring a vacuum, extreme cold, or sterility are examples. Precision ball bearings, industrial diamonds or pharmaceuticals might be produced on the moon. 1. The area of the moon is ______. A) about the same as that of North and South America B) larger than that of North and South America C) equal to that of North and South America D) far smaller than that of North and South America 2. The temperature on the moon can as high as ______. A) -150℃ B) +270℃ C) +120℃ D) -30℃ 3. According to this passage, the colonization of the moon ______. A) will soon be realized B) can be done under the lunar surface C) is being speculated by many scientists D) sounds entirely impossible 4. To stay alive on the moon, the early settlers must first of all be able to ______. A) develop commerce B) get enough food, oxygen and water C) make discoveries important to science D) explore the possibilities of industrial development 5. Though the environment on the moon is bad is bad for human survival, it is very good for ______. A) making such things as industrial diamonds B) all kinds of manufactured goods C) medical operations D) commercial development

Passage 2 Unless we spend money to spot and prevent asteroids ( 小行星) now, one might crash into Earth and destroy life as we know it, say some scientists. Asteroids are bigger versions of the meteoroids (流星) that race across the night sky. Most orbit the sun far from Earth and don’t threaten us. But there are also thousands whose orbits put them on a collision course with Earth. Buy $50 million worth of new telescopes right now. Then spend $10 million a year for the next 25 years to locate most of the space rocks. By the time we spot a fatal one, the scientists say, we’ll have a way to change its course. Some scientists favor pushing asteroids off course with nuclear weapons. But the cost wouldn’t be cheap. Is it worth it? Two things experts consider when judging any risk are: 1) How likely the event is; and 2) How bad the consequences if the event occurs. Experts think an asteroid big enough to destroy lots of life might strike Earth once every 500,000 years. Sounds pretty rare, but if one did fall, it would be the end of the world. “If we don’t take care of these big asteroids, they’ll take care of us,” says one scientist. “It’s that simple.” The cure, though, might be worse than the disease. Do we really want fleets of nuclear weapons sitting around on Earth? “The world has less to fear from doomsday (毁灭性的) rocks than from a great nuclear fleet set against them,” said a New York Times article. 1.What does the passage say about asteroids and meteoroids? A) They are heavenly bodies different in composition. B) They are heavenly bodies similar in nature. C) There are more asteroids than meteoroids. D) Asteroids are more mysterious than meteoroids. 2. What do scientists say abut the collision of an asteroid with Earth? A) It is very unlikely but the danger exists. B) Such a collision might occur once every 25 years. C) Collisions of smaller asteroids with Earth occur more often than expected. D) It’s still too early to say whether such a collision might occur. 3. What do people think of the suggestion of using nuclear weapons to alter the course of asteroids? A) I t sounds practical but it may not solve the problem. B) It may create more problems than it might solve. C) It is a waste of money because a collision of asteroids with Earth is very unlikely. D) Future research should be done before it is proved applicable. 4.We can conclude from the passage that______. A) while pushing asteroids off course nuclear weapons would destroy the world B) asteroids racing across the night sky are likely to hit Earth in the near future C) the worry about asteroids can be left to future generations since it is unlikely to happen in our lifetime D) workable solutions still have to be found to prevent a collision of asteroids with Earth 5. Which of the following best describes the author’s tone in this passage? A) Optimistic. B) Critical. C) Objective. D) Arbitrary.

Passage 3 A scientist once said: “I have concluded that the earth is being visited by intelligently controlled vehicles from outer space.” If we take this as a reasonable explanation for UFOs (unidentified flying objects), questions immediately come up. “Why don’t they get in touch with us, then? Why don’t they land right on the White House lawn and declare themselves?” people asked. In reply, scientists say that, while this may be what we want, it may not necessarily be what they want. “ The most likely explanation, it seems to me,” said Dr. Mead, “is that the responsible society outside our solar system is keeping an eye on us to see that we don’t set in motion, a chain reaction that might have unexpected effects far outside our solar system.” Opinions from other scientists might go like this: “Why should they want to get in touch with us? They may want to observe us only and not interfere with the development of our civilization.” Some scientists have also suggested that Earth is a kind of zoo or wildlife reserve. Just as we set aside wilderness areas and wildlife reserves to allow animals and growing things to develop naturally while we observe them, so perhaps Earth was set aside ages ago for the same purpose. Are we being observed by intelligent beings from other civilizations in the universe? Are they watching our progress in space travel? Do we live in a gigantic “zoo” observed by our “ keepers ”, but having no communication with them? Now we have to recognize that, among the stars in the heavens, there may very well be worlds inhabited by beings who are to us as we are to ants. 1.People who ask the question “Why don’t they get in touch with us…and declare themselves?” think that ______. A) there are no such things as UFOs B) UFOs are visitors from solar system C) there’s no reason for UFOs not to land on Earth D) we are bound to see UFOs sooner or later 2.According to Dr. Mead, the attitude of beings from outer space towards us is one of ______. A) unfriendliness B) suspicion C) superiority D) hostility 3.In the passage, the underlined word “keepers” refers to which of the following? A) persons who look after animals in a gigantic zoo B) astronauts traveling in the manned space ship C) persons who are observing us D) intelligent beings observing us from outer space 4.The writer thinks that ______. A) in the heavens there may be other worlds inhabited by intelligent beings B) human beings are as supreme as the intelligent beings in outer space C) maybe human beings are not so supreme as the beings from other civilizations in the universe D) both A) and C) 6.The tone of the writer is that of ______. A) doubt B) warning C) indifference D) criticism

Ⅳ Cloze The space age officially began on October 4, 1957, ___1____ the Soviet Union launched the modest 185 pound Sputnik Ⅰ, the first _____2_____ satellite to orbit the earth. The following month, Russians successfully launched the 1100-pound Sputnik Ⅱ, ____3____ carried into space the globe, a female dog ____4_____ Laika, who suffocated ( 窒 息 ) on the sixth day of the ____5____ because of a failure ____6____ the internal temperature of the craft. But the satellite itself orbited the earth for 162 days and ____7____ on reentering the earth’s atmosphere. The United States, ____8____ second fiddle (小提琴) to its superpower ____9____, orbited its first satellite, Explorer Ⅰ, on January 31, 1958. It was a lightweight, 18-pound craft, carrying not animals but ____10____ instruments to study the ____11____ bands of energy in space ____12____ the Van Allen radiation belts. Within ____13____ fifteen years man had gone to the moon, searching beneath its ____14_____ and dusty soil for ____15____ of life (there were ____16____), and begun probing more distant ____17____ of the solar system? ____18____ physicist, Werner Von Braun, played a crucial role in this odyssey ( 史 诗 ), especially in ____19____ the bold scheme for the 1969 ____20____ of three Americans on the moon. 1. A) and B) when C) then D) before 2. A) space B) manned C) true D) artificial 3. A) which B) in which C) true D) it 4. A) named B) named for C) named as D) named after 5. A) course B) flight C) orbiting D) passage 6. A) on B) about C) in D) with 7. A) crashed B) hit C) damaged D) burned up 8. A) to play B) having played C) playing D) to have played 9. A) rival B) partner C) enemy D) friend 10.A) sensible B) sensitive C) accurate D) exact 11. A) intense B) sharp C) passionate D) violent 12. A) called as B) that is C) named as D) known as 13. A) following B) another C) the next D) the past 14. A) wet B) damp C) moist D) dry 15. A) indication B) sign C) symbol D) reference 16. A) no B) not C) neither D) none 17. A) universe B) sphere C) realms D) space 18. A) One B) Its C) This D) That 19. A) inverting B) planning C) devising D) plotting 20. A) carrying B) launching C) sending D) landing

Ⅴ Translation 1. 我们十分彻底地审查了帐目，可是没有发现任何错误。 We went over the accounts very thoroughly but couldn’t find any mistakes. 2. 我忙着工作，没注意时间。 I was too busy working to notice the time. 3. 当她在电视采访中开始辱骂每一个人时，他们就使她从画面上渐渐隐去。 When she started insulting everyone during the television interview they faded her out. 4. 我试图不卷入他们的家庭纠纷。 I try to keep out of their family quarrels. 5. 突然在人群中看见了她。 I suddenly caught sight of her in the crowd.

Unit 5 How to Celebrate Holidays Objectives Students will be able to: 13. Develop reading skills—understand the main idea (the significance of a holiday—a time to say how much we value others) and structure of the text, and the skills of reading for specific information—scanning; 14. Arouse Ss’ cross-culture awareness—similarities and differences in the way how people celebrate holidays in the West and East; 15. Develop writing skills—learn to write thank-you letters; 16. Learn the language—master the key language points and grammatical structures in the text; learn some effective efficient way to expand English vocabulary—to memorize English words and phrases through association maps; 17. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 5, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 4 of Qinghua textbook III 2 periods 1. Ss presentation: How to Celebrate Chinese 1. 3 Ss making prepared speeches; Holidays; 2. Ss’ discussion: How peoples from 2. Discussion leading to Text A in Unit 5. different cultures show their 3. Ss’ understanding the main idea and the gratitude when celebrating holidays. structure of the text; (In small class) 2 periods 1. Ss’ mastery of the key language points and 1. Presentation of the courseware of grammatical structures in the text; the text; 2. Learn to write thank-you letters 2. Questions and Answers; (In multimedia room, big class) 3. Writing assignment; 2 periods 1. Ss’ presentation: Holiday Celebration; 1. Ss making group presentation 2. Further learning of Text A and check Ss with ppt to show how they celebrate understanding of Text B; holidays; 3. Vocabulary extension; 2.Ss working out word-association 4. Developing Ss’ reading skill of detecting map specific information/details by scanning (Texts13- 3. Supplementary reading passages 15, Reading Course); helping Ss develop scanning & (In small class) skimming; 2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills. Text A Writing Three Thank-you Letters Alex Haley

Cultural Background 1. About the Author—Alex Haley (1921-1992)

Alex Haley, American biographer, scriptwriter, and novelist, whose most famous work is ROOTS, a publishing phenomenon and international bestseller, was born in Ithaca, New York, as the son of Simon Alexander Haley, a teacher, and the former Bertha George Palmer, also a teacher; she died when Alex was 10 and his father remarried two years later. Haley's father taught at several Southern colleges. In 1921 the family moved to the small town of Henning, Tennessee. Alex lived there for five years. His grandfather owned the local lumber company and when he died, Haley's father took over the business. In Henning Alex heard stories from his maternal grandmother, Cynthia Palmer, who traced the family genealogy to Haley's great-great-great-great-grandfather. He was an African, called “Kin-tay”, brought by slave-ship to America and named Toby there.

A voracious reader, Haley began writing short stories while working at sea, but it took eight years before small magazines began accepting some of his stories. By 1952, the Coast Guard had created a new rating for Haley, chief journalist, and he began handling United States Coast Guard public relations. In 1959, after 20 years of military service, he retired from the Coast Guard and launched a new career as a freelance writer. He eventually became an assignment writer for Reader's Digest and moved on to Playboy where he initiated the “Playboy Interviews” feature.

The book Roots, excerpted in Reader's Digest in 1974 and heralded for several years, was finally published in the fall of 1976 with very wide publicity and reviews. In January 1977, ABC-TV produced a 12-hour series based on the book, which set records for the number of viewers. With cover stories, book reviews, and interviews with Haley in scores of magazines and m any newspaper articles, the book became the number one national best-seller, sold in the millions, and was published as a paperback in 1977. Roots became a phenomenon. It was serialized in the New York Post and the Long Island Press. Instructional packages, lesson plans based on Roots and other books about Roots for schools were published along with records and tapes by Haley.

Haley's book stimulated interest in Africa and in black genealogy. The United States Senate passed a resolution paying tribute to Haley and comparing Roots to Uncle Tom's Cabin by Harriet Beecher Stowe in the 1850s. The book received m any awards, including the National Book Award for 1976 special citation of merit in history and a special Pulitzer Prize in 1976 for making an important contribution to the literature of slavery. Roots was not without its critics, however. A 1977 lawsuit brought by Margaret Walker charged that Roots plagiarized her novel Jubilee. Another author, Harold Courlander also filed a suit charging that Roots plagiarized his novel The African. Courlander received a settlement after several passages in Roots were found to be almost verbatim from The African. Haley claimed that researchers helping him had given him this material without citing the source. Haley received the NAACP's Spingarn Medal in 1977. Four thousand deans and department heads of colleges and universities throughout the country in a survey conducted by Scholastic Magazine selected Haley as America's foremost achiever in the literature category. (Dr. Martin Luther King Jr. was selected in the religious category.) The ABC-TV network presented another series, Roots: The Next Generation, in February 1979 (also written by Haley). Roots had sold almost five million copies by December 1978 and had been reprinted in 23 languages.

In 1988, Haley conducted a promotional tour for a novella titled A Different Kind of Christmas about slave escapes in the 1850s. He also promoted a drama, Roots: The Gift, a two-hour television program shown in December 1988. This story revolved around two principal characters from Roots who are involved in a slave break for freedom on Christmas Eve.

Haley died February 10, 1992, of a heart attack.

Selected works:

 THE AUTOBIOGRAPHY OF MALCOLM X, 1965 (reprinted 1992) - written with Malcolm X - suom. - film 1992 , Dir. by Spike Lee, starring Denzel Washington, Angela Bassett, Albert Hall – “Despite Washington's powerful performance in the title role, an overlong and somewhat subdued treatment that seems anxious not to offend.” (from Halliwell’s Film & Video Guide, ed. by John Walker, 2000)  ROOTS: The Saga of an American Family, 1976 - tv films in 1977 and 1979 - Juuret  A DIFFERENT KIND OF CHRISTMAS, 1988  QUEEN, 1993 (with David Stevens)  MAMA FLORA'S FAMILY, 1998 (“cowritten” by David Stevens)

2 About Roots

In 1965, when Haley was going through post-Civil War records in National Archives in Washington, D.C., he stumbled upon the names of his maternal great-grandparents. During a trip to the British Museum in London he saw the famous Rosetta Stone, which had unlocked the secret of the Egyptian hieroglyphs. The idea - to decipher a historic unknown by matching it with that was known, initiated an odyssey that took 11 years and which is now part of literature history. Relying his family tradition and research, Haley travelled to the village of Juffure, to trace his own ancestor and to meet with a native griot, oral historian, who could name Haley's own ancestor Kunta Kinte.

When Roots appeared in 1976, it gained both critical and popular success, although the truth and originality of the book raised some doubts. James Baldwin concluded in his New York Times review, that the novel suggests how each of us are vehicle of the history which have produced us. On the other hand - representing a minority opinion - Michael Arled dismissed the book and television series as Haley's own fantasies about 'going home.' The story starts from Juffure, a small peaceful village in West Africa in 1750, and ends in Gambia, in the same village, after several generations. However, Haley did not claim that it is possible to return to some Paradise, but depicted realistically his ancestors' life and how the villagers suffered occasionally from shortage of food. “But Kunta and the others, being yet little children, paid less attention to the hunger pangs in their bellies than to playing in the mud, wrestling each other and sliding on their naked bottoms. Yet in their longing to see the sun again, they would wave up at the slate-colored sky and shout - as they had seen their parents do - 'Shine, sun, and I will kill you a goat!'”

In Juffure, among the villages, Haley realized in shock that the color of his skin was much lighter that theirs. Skeptics claimed that the griot, Kebba Kanji Fofana, an old man, was a well-known trickster and told the American visitor just what he wanted to hear. Ignoring these kinds of rumors Haley donated money to the village for a new mosque. He also founded in the early 1970s with his brothers the Kinte Foundation to collection and preservation of African-American genealogy records.

Roots won in 1977 the National Book Award and a special Pulitzer Prize. In one year the book sold more than million copies and became the basis of courses in 500 American colleges and universities. Challenging the view of black history as explored in such works as Stanley M. Elkin's Slavery (1959), Haley showed that slaves did not give up all their ties to African culture, but humor, songs, words, and folk beliefs survived. The oppressed never became docile: Kunta Kinte suffered amputation of a foot for his repeated attempts to run away. He also valued his heritage so much that he insisted on being called by his real name Kinte, not by his slave name Toby.

Roots, the television miniseries, run from January 23 to January 30, 1977, and attracted some 130 million viewers - the largest audience up to then. Noteworthy, more people have seen the series than read the book. The idea of miniseries had not been used widely in the United States except on public television. ABC had in 1975-76 success with Rich Man, Poor Man, which encouraged the network to finance additional miniseries, including Roots. It was shown on eight consecutive nights, an hour or two each night. Each episode was complete within itself, ending in positive, hopeful note, exempt the sixth and seventh. - Roots, produced by ABC, was written by William Blinn, Ernest Kinoy, James Lee, and M. Charles Cohen, directed by David Greene, John Erman, Marvin J. Chomsky, Gilbert Moses, and starring Ed Asner, Chuck Connors, Carolyn Jones, O.J. Simpson, Ralph Waite, Lou Gossett, Lorne Greene, Robert Reed, LeVar Burton (as Kunta Kinte), Ben Veeren (as Chicken Geroge), Lynda Day George, Vic Morrow, Raymond St Jacques, Sandy Duncan, John Amos, Leslie Uggams, MacDonald Carey, George Hamilton, Ian MacShane, Richard Roundtree, Lloyd Bridges, Doug McClure, Burl Ives. - A second series, Roots: The Next Generations, was shown in 1979. It spanned the period from 1882 to the 1970s. The show run in six 96 minutes episodes.

3 The Thanksgiving Story

The Pilgrims who sailed to this country aboard the Mayflower were originally members of the English Separatist Church (a Puritan sect). They had earlier fled their home in England and sailed to Holland (The Netherlands) to escape religious persecution. There, they enjoyed more religious tolerance, but they eventually became disenchanted with the Dutch way of life, thinking it ungodly. Seeking a better life, the Separatists negotiated with a London stock company to finance a pilgrimage to America. Most of those making the trip aboard the Mayflower were non- Separatists, but were hired to protect the company's interests. Only about one-third of the original colonists were Separatists.

The Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives. The feast was more of a traditional English harvest festival than a true “thanksgiving” observance. It lasted three days.

Governor William Bradford sent “four men fowling” after wild ducks and geese. It is not certain that wild turkey was part of their feast. However, it is certain that they had venison. The term “turkey” was used by the Pilgrims to mean any sort of wild fowl.

Another modern staple at almost every Thanksgiving table is pumpkin pie. But it is unlikely that the first feast included that treat. The supply of flour had been long diminished, so there was no bread or pastries of any kind. However, they did eat boiled pumpkin, and they produced a type of fried bread from their corn crop. There was also no milk, cider, potatoes, or butter. There was no domestic cattle for dairy products, and the newly-discovered potato was still considered by many Europeans to be poisonous. But the feast did include fish, berries, watercress, lobster, dried fruit, clams, venison, and plums.

This “thanksgiving” feast was not repeated the following year. But in 1623, during a severe drought, the pilgrims gathered in a prayer service, praying for rain. When a long, steady rain followed the very next day, Governor Bradford proclaimed another day of Thanksgiving, again inviting their Indian friends. It wasn't until June of 1676 that another Day of Thanksgiving was proclaimed.

On June 20, 1676, the governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving. It is notable that this thanksgiving celebration probably did not include the Indians, as the celebration was meant partly to be in recognition of the colonists' recent victory over the “heathen natives,”

Another modern staple at almost every Thanksgiving table is pumpkin pie. But it is unlikely that the first feast included that treat. The supply of flour had been long diminished, so there was no bread or pastries of any kind. However, they did eat boiled pumpkin, and they produced a type of fried bread from their corn crop. There was also no milk, cider, potatoes, or butter. There was no domestic cattle for dairy products, and the newly-discovered potato was still considered by many Europeans to be poisonous. But the feast did include fish, berries, watercress, lobster, dried fruit, clams, venison, and plums.

October of 1777 marked the first time that all 13 colonies joined in a thanksgiving celebration. It also commemorated the patriotic victory over the British at Saratoga. But it was a one-time affair.

George Washington proclaimed a National Day of Thanksgiving in 1789, although some were opposed to it. There was discord among the colonies, many feeling the hardships of a few Pilgrims did not warrant a national holiday. And later, President Thomas Jefferson scoffed at the idea of having a day of thanksgiving.

It was Sarah Josepha Hale, a magazine editor, whose efforts eventually led to what we recognize as Thanksgiving. Hale wrote many editorials championing her cause in her Boston Ladies' Magazine, and later, in Godey's Lady's Book. Finally, after a 40-year campaign of writing editorials and letters to governors and presidents, Hale's obsession became a reality when, in 1863, President Lincoln proclaimed the last Thursday in November as a national day of Thanksgiving.

Thanksgiving was proclaimed by every president after Lincoln. The date was changed a couple of times, most recently by Franklin Roosevelt, who set it up one week to the next-to-last Thursday in order to create a longer Christmas shopping season. Public uproar against this decision caused the president to move Thanksgiving back to its original date two years later. And in 1941, Thanksgiving was finally sanctioned by Congress as a legal holiday, as the fourth Thursday in November. Thanksgiving Day this year falls on Nov. 23, 2006.

4 The Chinese Mid-Autumn Festival

Also known as the “Full Moon Festival,” the Mid-Autumn festival falls on the fifteen day of the eighth lunar month. At this time, the moon's orbit is at its lowest angle to the horizon, making the moon appear brighter and larger than any other time of the year. In the Western tradition, it is also called the Hunter's Moon or Harvest Moon. According to the lunar calendar, it is also the exact middle of autumn (which begins in the seventh month and ends in the ninth).

To the Chinese, this festival is similar to the American Thanksgiving holiday, celebrating a bountiful harvest. Compared with many Chinese festivals that are inundated with vibrant colors and sounds, the Mid-Autumn festival remains more subdued. Traditionally celebrated outdoors under the moonlight, people eat moon cakes and gaze at the moon. In modern times, barbecues with families and friends are also common.

Legendary Origins

Like most Chinese holidays, the mid-autumn festival is rich in oral history and legend. According to stories, Hou Yi was a tyrannical ruler who won the elixir of immortality by shooting 9 suns out of the sky with his bow. But his wife, knowing that the people's lives would remain miserable for all eternity if Hou Yi lived forever, drank the potion. The fluids made her lighter, and she floated up into the moon. Even today, Chinese like to think of the moon as home of Chang E.

A Historical Anecdote

The Mongol Hordes of Ghengis Khan subjugated the Chinese, and established the Yuan Dynasty in the 13th Century. However, many Chinese resented the fact that they were ruled by a foreign regime. In the 14th Century, Liu Bouwen helped plot the overthrow of the Yuan Dynasty by organizing resistance. Secret messages were passed along in mooncakes.

Mooncakes and others

The ubiquitous fare at any Chinese celebration of the Full Moon festival, mooncakes are a flaked pastry stuffed with a wide variety of fillings. Egg Yolk, lotus seed paste, red bean paste, and coconut are common, but walnuts, dates, and other fillings can be found as well. Most have characters for longevity or harmony inscribed on the top. Special cakes can reach almost one foot in diameter.

This day was also considered as a harvest festival since fruits, vegetables and grain had been harvested by this time and food was abundant. Food offerings were placed on an altar set up in the courtyard. Apples, pears, peaches, grapes, pomegranates （ 石 榴 ） , melons, oranges and pomelos（柚子） might be seen. Special foods for the festival included moon cakes, cooked taro（芋头）and water caltrope （菱角）, a type of water chestnut resembling black buffalo horns. Some people insisted that cooked taro be included because at the time of creation, taro was the first food discovered at night in the moonlight. Of all these foods, it could not be omitted from the Mid-Autumn Festival.

Classroom Activities 1. Discussion Ss form groups of three or four and talk about the following questions:  What do you know are the major holidays celebrated either in the West or in China? (Christmas, New Year, Thanksgiving, Valentine, Easter, Halloween, etc. in the West and Spring Festival, Qingming, Duanwu (The Dragon-boat Day), Mid-Autumn Day, New Year, etc. in China)  How do people celebrate the holidays (choose one that you know best)?  What are the similarities and differences of Thanksgiving Day in America and Mid- Autumn Day in China? --Similarities: the season (both in autumn), the purpose (to celebrate the bountiful harvest and express gratitude to God/Ancestors and people who helped them) --Differences: historical origin and legend/anecdote, the way how people celebrate  In what way do you express you gratitude on this occasion to anyone who once helped you or who you got benefit from? How do you feel the way Alex Hailey did to show his gratitude by writing thank-you letters?  Since the Chinese young people prefer to spend Western holidays, do you think they will take the place of the Chinese traditional festivals?

2. Ss’ presentation with ppt Based on the above group discussion, each group will decide their topic and further collect information so as to work out their ppt presentation (verbal, visual and/or audio) and make presentation in class. The following topics are for Ss’ reference:  Introduction of one holiday  Comparison and/or Contrast of holidays in the West and in China  One unforgettable holiday  Any topic that is relevant to the theme of the unit.

3. Story-retelling Students are required to retell the story with the pictures given as a reminder of the text, and try to apply the following expressions in correct forms in student’s own version. Students will prepare their own story by speaking aloud, and then tell the complete story to his/ her partner so as for modification. The purpose is to enforce the training on the fluency and accuracy of Ss’ oral English. The given words are: at sea, and the rest, appreciation for, cluster, get to thinking about, gratitude, have awareness of , impress upon, recall, remind… of

Text Analysis

Vocabulary expansion through association map We all want to expand our English vocabulary. An effective and efficient way is to memorize English words and phrases through association maps. Experiments have proved that it is much easier for human beings to memorize things in meaningful groups than isolated items. First of all, we put a central idea or a key word in the middle of the map, e.g. “ship”. Then we draw a cobweb structure around “ship”. One branch may be the names of different parts of a boat, like “hold”, “cabin”, “afterdeck”, “deck”. Another branch may be the various types of people on board the ship, like “coastguardsman”, “sailor”, “seaman”, “shipmate”. Still another branch may be verbal phrases related to a ship, like “put to sea”, “be under way”, “be at sea”. This cobweb can keep on growing. Every once in a while we redraw it, and we may find that it has grown in size because we are better at association and our word power is stronger. The association map consists of a central idea or a key word and branches of related words to form a cobweb/spider web. Ship—types of ship—the name of different parts of a boat—various types of people on board the ship—verbal phrases related to a ship

TYPES OF SHIP

The central idea/key word PARTS OF A SHIP SHIP

PEOPLE ON BOARD THE SHIP

VERBAL PHRASES

Of course, there are other methods of improving vocabulary memorization. For example, when you see a new vocabulary item, you’d better read it aloud, pronounce it correctly, and spell it on a sheet of paper. By using eyes, month, ears, and hands together, we mobilize multiple parts of out brain, thus keeping a longer memory.

Other examples: Security—crime—punishment (Unit 3) Crime—violence, murder, robbery, burglary, theft/larceny, juvenile delinquency, sexual assaults (rape, child abuse), people trafficking, drug trafficking/addiction, campus shooting, campus crime, Punishment—death penalty/sentence, life-long imprisonment; approved school, reformatory Computer and Internet—parts of a computer—program and function—verbal phrases related to computer and Internet

Language Study

1. under way: in motion or operation, having started and making progress The nationwide medical reform is now under way. Preparations for the 100th anniversary celebration are now well under way. 2. and the rest: and so on The patient can have apples, apple juice, apple sauce, and the rest. The citizens are interested in the government'’s policies on such important issues as health, education, tax, and the rest. 3. in quest of: seeking Tony went to the school library in quest of Mark Twain’s novels. He has traveled half way round the country in quest of the truth about his son’s death. Mary told me that she was leaving New York City in quest of a tranquil life. 4. reverse: turn around to the opposite direction; exchange the position of They have made it clear that they will not reverse the decision to increase prices. Why don’t you reverse the order so that I play first and she plays second? The breakthroughs in biotechnology will enable medical science to reverse the aging process. 5. turn over: think about, consider Even when she didn’t say anything you could see her turning things over in her mind. I sat quietly, turning over the problem. 6. gratitude: being thankful, thankfulness (followed by to sb./for sth.) I should like to express my gratitude to all members of the laboratory past and present for their contribution to the breakthrough. What she felt for David was not love but gratitude. It is my great pleasure to be here this morning to express my sincere gratitude to you, my fellow members, for electing me as your president. 7. specific: relating to one thing and not others; particular The new system made it easier for employers to recruit workers based on specific needs. Do you have any specific skills that will be of use to you in the job you are applying for? 8. on one’s behalf / on the behalf of sb.: for sb.; in the interests of sb.; as the representative of sb. On the behalf of my parents, I would like to express my gratitude to you for your help. He delivered a speech on the behalf of all the graduates on Graduation Day. 9. impress: 1) fix in sb’s mind; make the importance of (sth.) very clear to sb. (used in the patterns: impress upon/on sb. that, impress upon/on sb. sth.) I have always impressed upon my students that if they work hard they will succeed in life. The teacher tried to impress on his students the necessity of being honest. 2) cause (sb.) to feel admiration or respect Most students liked to talk a lot because they thought it would impress the professors. Wanting to impress his girl friend, Dustin bought a suit for their first date. 10. expose: leave uncovered; make accessible to (often used in the pattern: be exposed to) The immigrants’ children exposed to American pop culture often rebel when their parents try to impose the conservative values they brought with them. It is feared that people living near the power station may have been exposed to radiation. 11. assemble: 1) bring or call together into a group The members of the tour group assembled at the airport for departure. Delegates were assembling in Geneva for the conference. 2) fit together the parts or pieces of It took me less than an hour to assemble the bookcase. It’s one of those beds that you have to assemble yourself. 3) get and put together sth. such as proof or information in an organized way We will let you have the report as soon as we have assembled all the data. The lawyer is assembling evidence concerning a murder case. 12. considerate: thoughtful of the rights and feelings of others; marked by careful thought (followed by of) Friendly and considerate, he invariably consults with people around him before taking decisions. Management should be considerate of the well-being and interests of employees. 13. undergo: go through, experience No one can force you to undergo a medical examination. Two designers from the Shenzhou III project said that 12 astronauts now are undergoing intensive training. 14. appreciate: recognize the quality or significance of, value Professor Smith’s general comments may help students to appreciate the theories in the textbook. I like and appreciate your honesty and frankness. You can’t fully appreciate foreign literature in translation. 15. bring back: cause to return to the mind The lyric always brought back good memories of my childhood. The old photographs brought back many pleasant memories of my college life. 16. go about: move around; behave in society; keep busy doing (sth.); set about Some people go about telling untrue stories. It’s unprofessional to go about criticizing your colleagues. Despite the threat of war, people went about their work as usual. You are not going about the job in the right way.

Writing Strategy How to write thank-you letter 1. In relatively formal acknowledgements, a two- or three-line note is perfectly acceptable. In relatively informal acknowledgements, the type sent to people with whom you are more familiar, a longer note or letter is always appreciated, but one or two paragraphs will be enough. 2. In a formal thank-you letter, thanks should be expressed in the first line. In an informal thank-you letter, it's fine to start more indirectly, but your thanks should be mentioned within the opening paragraph. 3. Assuming you are writing a letter that communicates other information besides thanks, be sure to express your thanks first, then proceed with the rest of the letter. 4. A thank-you letter that properly reflects the tone of the occasion is always in good taste. For instance, in response to a formal gathering, a formal tone is appropriate for thanking someone with whom you were not previously acquainted. (You can retain a properly formal tone by using the surnames of the hosts in the greeting, by specifying the date of the event, etc.)

Revision Exercises I. Useful Expressions 1.认真思考 give serious thought to 2.真挚的文字 genuine statements 3.由衷的感激 heartfelt appreciation 4.渐渐变成一种……的习惯 graduate into a habit of 5.电子媒体 electronic media 6.很少了解 have little awareness of 7.给……撒下美妙的遐想 sprinkle … with stardust 8.按常规 in the routine 9.个人经历 personal experience 10.最重要的事 topmost priority 11.冲上甲板 pound up on deck 12.围聚在……周围 cluster about … 13.一把把 fistfuls of 14.发生迅猛的变化 undergo swift changes 15.自我怀疑地 in self-doubt 16.摇椅 a rocking chair 17.一个字母一个字母地 character by character 18.向……表达充满慈爱的谢意 express one’s loving gratefulness to … 19.靠当……为生 make a living as a … 20.使某人意识到 give sb. an insight into 21.有着相似的需求 with similar needs 22.简单的常识 simple common sense 23.实现世界和平 achieve world peace 24.对……至关重要 be paramount for

II. Word-extension:

9…. 1．照料 10…. 2．回想起 8 ． 翻 阅 ， 浏 览 Look

7．尊敬 3．轻视

6．旁观 4．盼望 5．注 意 III. Translation 1) Since she borrowed those books from the library she has______(沉浸在英 国的历史和文化中）. 2) Happiness will never come to those who fail to ______(懂得珍惜拥有的人). 3) It is cooperation, ______（而不是冲突）, that will enable you to achieve your success. 4) It is a very common phenomenon among people that the first gift is regarded with affection and then ______（第二份礼物是理所应当的）. 5) Let a man become ______( 了 解 自 己 ) and he will soon learn what he should be.

Key to Word-extension: 1. look after; 2. look back on; 3. look down upon 4. look forward to; 5. look out; 6. look over; 7. look up on/upon; 8. look through; 9. look into 10. look at, etc.

Key to Translation: 1) Since she borrowed those books from the library she has been immersed in British history and culture （沉浸在英国的历史和文化中）. 2) Happiness will never come to those who fail to appreciate what they already have (懂得珍惜 拥有的人). 3) It is cooperation, rather than conflict （而不是冲突）, that will enable you to achieve your success. 4) It is a very common phenomenon among people that the first gift is regarded with affection and then the second is taken for granted （第二份礼物是理所应当的）. 5) Let a man become conscious of what he is (了解自己) and he will soon learn what he should be.

Unit 6 The Human Touch Objectives Students will be able to: 18. Developing reading skills—understand the main idea (old Behrman saved Johnsy’s life at the expense of his own) and structure (a change of character indicates a change of scene and the repeated use of clues help weave a piece of narration together) of the text, and learn to read between lines (figure out the inferring); 19. Learning of the language—master the key language points and grammatical structures in the text; grasp the rule underlying the order of adjectives before a noun; 20. Developing writing skills—learn to organize the essay by using the general-to-specific pattern; 21. Integrating the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods’ after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 6, which include:

Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units of 2. Revision Exx. of Unit 4 Qinghua textbooks III&IV 2 periods 1. Ss’ understanding the main idea and the 1. Presentation of the courseware of structure of the text; the text; 2. Ss’ mastery of the key language points and 2. Summary of Text A; grammatical structures in the text; 3. Discussions on related topics. (In multimedia room, big class) 2 periods 1. Ss’ presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ further understanding of Text A; 2. Presentation of courseware for Ss to 3. Ss’s comprehension over Text B understand some difficult sentences in (In small class) Text A; 3. Reading comprehension of Text B. 2 periods 1. Learn to develop the writing strategy of 1. Evidence collecting: Ss look for general-to-specific pattern. evidence and examples in this unit to 2 Developing reading skill of reading between show in what ways they are touched by lines . human love. 2. Supplementary exercise for Ss to figure out the inferrings.

2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Making up for what Ss believe as their weak points in the four skills; 3. Reinforcing Ss’ listening skills.

Text A The Last Leaf O’Henry Cultural Background 1. O’ Henry As an American writer of short stories, O’Henry is best known for his unexpected plot twists and surprising endings. He was born on September 11, 1862 in North Carolina, where he spent his childhood. He went to Texas in 1882 and worked at various jobs -- as a teller in an Austin bank (1891~1894) and as a newspaperman for the Houston Post. In 1894 he founded a short-lived weekly humor magazine, The Rolling Stone. In 1898 an unexplained shortage in the Austin bank was charged to him from the First National Bank of Austin, Texas. The amount of money was small and might have been an ordinary error; however, he chose to flee to the Honduras, but then returned in 1897, learning that his wife was fatally ill. He eventually served three years in prison, where he first started writing short stories. Upon his release he settled in New York City and became a highly successful and prolific contributor to various magazines. In his stories he made substantial use of his experience of Texas, Central America, and life in prison. He also became fascinated by New York street life, which provided a setting for many of his later stories. Although his stories have been criticized as shallow and contrived, O. Henry did catch the color and movement of the city and evidenced a genuine sympathy for ordinary people. His most famous stories, such as “The Gift of the Magi”, “The Furnished Room” and “The Ransom of Red Chief”, make simple yet effective use of paradoxical coincidences to produce ironic endings. Such style later became a fashion not only for the short fiction, but also for American motion pictures and television programs. During the last ten years of his life, O. Henry became one of the most popular writers in America, publishing over 500 short stories collected in Cabbages and Kings (1904), The Four Million (1906), The Voice of the City (1908), Options (1909), and others. He died on June 5, 1910 in New York City at the age of forty-seven. And in 1919 the O. Henry Memorial Awards for the best American short stories published each year were founded by the Society of Arts and Sciences.

2. Some of those pioneers who show love to the world Mother Teresa Mother Teresa founded the Missionaries of Charity, an order (教会) of nuns, to help those who are starving and sick. Centered in Calcutta, India, one of the most densely populated cities in the world, the organization also helps the impoverished children. After four decades of service for the poor, Mother Teresa stepped down from her role as administrator of the order in 1990. She was awarded the Nobel Peace Price in 1979. Diana Diana actively supported many charities related to homeless and deprived children, drug abuse and victims of AIDS (acquired immune deficiency syndrome). In 1987 Diana shocked many people when she shook the hand of an AIDS patient. She was the vice president of the British Red Cross and served as a member of International Red Cross Advisory Board.

Classroom Activities 1. Warm up discussions: Have you experienced / heard of / read / seen anything that triggered your strong sense of human touch? What do you think can support you in your moments of depression, despair or set-back?

2. Debate Many years ago, a college student lost his life to save an old farmer, which aroused a heated discussion. Some thought that it was not worthwhile for a college student who might contribute a lot to the society in the future to risk death for an old life, while some other people held the opposite view. What is your opinion? Compared with Old Behrman’s death, are the two cases of death worthwhile? Eg. In the case of Old Behrman’s death Supporting arguments 1. It is the only way to save her life. 2. It is worthwhile for the old to risk death to save the young’s lives. Etc. Opposing arguments 1. Behrman could try other means to save Johnsy’s life instead of sacrificing himself. 2. Both the old’s and the young’s lives are valuable. Etc.

3. Fluency enhancement practice: For Scene 1 & 2: Suppose you are Sue, tell us in the first person a story which may cover the following points: -How did Johnsy and you meet? - How did she get ill? -What did the doctor tell you about Johnsy’s illness? For Scene 3 & 4: Make a dialogue between Sue and Behrman according to the sentence “She told him of Johnsy’s fancy, and how she feared she would, indeed, light and fragile as a leaf herself, float away, when her slight hold upon the world grew weaker” in Lines 65 to 68.

Text Analysis

In this text, “the last leaf” threads through the story to male the latter a coherent piece. In fact, if we look closely enough, we can find some other “threads”. For example, the doctor visited three times. It was from him that we learn how sick Johnsy was, how she had a 50-50 chance, and how she was sure to recover. His three visit sum up three stages of Johnsy’s illness. Moreover, he is very convenient when Old Behreman’s sickness needed to be revealed. Look at another example. When Johnsy decided to die with the fall of the last leaf, she refused to take any soup. Yet when she was shaken alive again by the undying last leaf, one of first desires was to drink some soup. Similarly, before she fell ill, she had wished to paint the Bay of Naples. Inspired by the last leaf, she again looked forward to painting it. In Para 18-19, we learn that Old Behrman was a failure career wise. He had always talked about a masterpiece, yet he was unable to deliver it. In Para 20, there went he again, “some day I will paint a masterpiece and we shall all go away.” Finally, he painted his masterpiece at the cost of his life.

Features of the Text 1. Grammar Tip --The order of adjectives before a noun When more than one adjective is used before a noun, it is those more specific adjectives that are usually set closer to the noun. The usual order is as follows: Qualitative adj. – size /age / style adj. – color adj. –origin/ nationality adj. – material adj. – purpose/ utility adj. When there are more than one adjectives of same category, the one with fewer letters are usually set before others, or they can be connected with “and”. Examples are given as follows: a kind, generous, old man 一个和蔼慷慨的老人 (he is) a bright and diligent boy 聪明而勤劳的孩子

2. Cultural Notes--Cultural difference about “dog” Eg: For the rest he was a fierce little old man … who regarded himself as guard dog to the two young artists … (Line 62, Text A) Different images of dog: In English: dog can indicate common people or those who are loyal. Eg: You are a lucky dog （你可真是个幸运儿) Everyone has his day（每人在一生中皆有得意之日）。 In Chinese: dog (狗) is used mostly negatively. eg. “走狗”、“赖皮狗”、“狗东西”、“狗咬吕洞宾、不识好人心”。

Some of the English proverbs with “dog”: (1) He who would hang his dog gives out first that it is mad. 欲加之罪，何患无词. (2) Love me, love my dog. 爱屋及乌 (3) Barking dogs don’t (seldom) bite. 爱叫的狗很少咬人。 (4) Let sleeping dogs lie. 勿惹事生非。 (5) All are not thieves that dogs bark at. 不要以貌取人。 (6) Dog does not eat dog. 同类不相残。 (7) A son never thinks his mother ugly and a dog never shuns its owner’s home however shabby it is. 儿不嫌母丑，狗不嫌家贫。

Language Study

1. in tune: harmonious(ly) (often followed by with) His ideas were in tune with mine. The price of gold coins fluctuates (波动) in tune with that of commodities. 2. joint: adj. held or done by two or more persons together She had taken the money out of the joint account she had with her husband. There are a number of different forms of business ownership, such as partnerships, corporations and joint ventures. 3. stalk: v. (of an evil force) move through (a place) in a threatening way; move quietly and cautiously in order to get near; to walk in an angry and proud way. There are sharks stalking their prey in those waters. He turned and stalked away. 4. scarcely: adv. not quite; almost not She scarcely speaks a word of English. Scarcely had he entered the room when the phone rang. 5. bare: adj. without covering, clothing, or decoration In giving first aid to an electric-shock victim, a caregiver must not touch the victim with bare hands. Soil held in place by plant roots is less likely to blow or wash away than bare soil. It’s cold outside, he went out with his head bare. 6. turn loose: allow (sth.) to be free of control The World Bank makes grants to developing countries but it doesn’t just turn the money loose. As the chairman announced the spots meeting was open, the audience turned loose the balloons in their hands. 7. look the part: have an appearance for a particular job, role, or position If he wasn’t actually a scholar, he certainly looked the part. Despite looking the part, Michael was not an artist at all. 8. to excess: to an extreme degree His father never smoked or drank to excess Don’t carry your grief to excess. 9. wear away: (of time) pass gradually; (cause to) become thin or damaged by constant use The day wore away, and we still couldn’t find a solution to the problem. The fullness of spring has not yet worn quite away. The dripping of the water is wearing away the stone. 10. cling (on) to: hold tight to The frightened child clung to her mother. When the time came to part, she clung tightly on to her baby 11. acute: adj. (of diseases) coming quickly to the critical stage; severe; (of the mind or the senses) able to notice small differences, esp. of meaning or sound; working very well; sharp She was taken to the hospital suffering from acute appendicitis (阑尾炎). His disease is not acute but chronic （慢性）. Food shortages in some African countries are becoming acute. Dogs have an acute sense of smell.

Writing skills Inductive writing style: Pattern: begin with a general statement with details added to explain the statement. (The details may continue to become increasingly more specific.) Essays with this style often end with a broad statement that summarizes your thinking resulted from the details. This pattern is especially useful in argumentation. Argumentative writing makes a general argument, develops it by a grouping of specific examples that give evidence for the claim, and concludes by restating the general argument. Sample: Throughout the seventeenth century, the French medical profession had what we should call a thoroughly bad press; Moliere [a satiric dramatist] conferred upon its members an inglorious morality, the satirists did their worst with them, and, in private correspondence, the physician was almost always presented as a cross between a murderer and a buffoon. This passage starts with a general claim of the widespread negative view of the medical profession in France in the 17th century. The general claim rests on three factual pieces of evidence that are stated after the initial claim: Moliere attacked the profession in his farces; satirists savagely attacked it; persons in private life attacked it.

Revision Exercises I. Useful Expressions 1. 各处 here and there 2. 一成的可能性 one chance in ten 3. 画板 drawing board 4. 吹着轻快的口哨 whistle a merry tune 5. 倒着数 count backward 6. 几乎以耳语般的声音 in almost a whisper 7. 听说 hear of 8. 病好，康复 get well 9. 十有八九 ten to one 10. 厌烦 be tired of 11. 撇开一切 turn loose one’s hold on everything 12. 看上去很像 look the part 13. 无节制地喝…… drink … to excess 14. 至于其他 for the rest 15. 大肆嘲笑 mock terribly at 16. 凝视着 peer at/stare at 17. 倒置的水壶 an upturned kettle 18. 显眼，突出 stand out 19. （时间）流逝 wear away 20. 紧紧抱住 cling to 21. 脱离危险 be out of danger 22. 湿透 be wet through

II. Reading Comprehension Directions: Read the passage carefully. Then answer the questions or complete the statements in fewest possible words (not exceeding 10 words). Long ago men learned that the world of nature is built with mathematical exactness according to refined (精确的) and powerful laws: Every bee strokes its wings exactly 440 times a second to propel itself 40 miles an hour; the eye of every fly has exactly 7,000 lenses; every spider ’s thread is composed of 300 single threads. The progress of civilization itself can be measured by its range of mathematics. The early Egyptians knew enough of geometry to build the pyramids and Greeks used trigonometry (三角学) to measure the circumference (周长) of the earth 2,000 years before Columbus sailed. European civilization combined geometry and trigonometry with the decimal system (十进制) of the Arabs to produce the maps with which the Europeans explored the world in a later century. Mathematicians studied the pendulum (钟摆) of the newly invented clock and created the language of calculus ( 微积分) to measure motion. The yardstick ( 码尺，标准) of measurement today must cover everything from units tinier than atoms to distances of millions of light years. Speed and accuracy are vital. In navigation amid planets and stars, man must have the help of some kind of machine calculators for fast and absolutely accurate information. Questions: 1 According to the passage, the exactness of nature’ s law is reflected in . 2 The progress of civilization can be measured by . 3 Egyptian pyramid construction made use of ____. 4 To produce the map with which they explored the world in a later century, the Europeans made use of ______. 5 Man cannot navigate in space without _.

III. Translation You can unlock the door __ _ （钥匙向右转）. South Koreans __ （变得疯狂起来）when their soccer players beat the Spanish team in the quarter-finals. Sally stopped us from singing and told me : “ You were __ _ （和小组 不合拍）!” There is _ _ （几乎没有地表水） in the desert. As a direct result of the economic crisis, unemployment is _ _ (变得更加 尖锐）in this country.

Key: II. Reading Comprehension 1. the animals of nature 2. the range of man’s mathematics 3. geometry 4. geometry, trigonometry and the decimal system 5. calculators for fast and absolutely accurate information/advanced calculators

III. Translation 1. by turning the key to the right 2. went crazy 3. not in tune with the group 4. scarcely any surface water 5. becoming more acute

Unit 7 Making a Living Objectives Students will be able to: Develop reading skills—understand the main idea (Bill Porter the salesman will never give in) and the structure of the text (4 parts, 2 flashbacks); Develop writing skills—appreciate the characteristics of journalistic writing; Learn the language—grasp the key language points and grammatical structures in the text; Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment Time What Is to Be Done Tasks / Activities 2 periods 4. Ss’ appreciation of an English song 3. Ss answer two questions about 5. Listening practice: VOA Special Education the song; Report 4. Ss listening to the materials 6. Ss learn the background information related leading to Text A; to Text A 5. Ss act as salesmen and 7. Role play potential customers; 8. Spot-Dictation and Gap-Filling 6. Ss listen to the story of a good 9. Two follow-up questions salesman and fill in the blanks; (In multimedia room, big class) 7. Ss’ group discussion 2 periods 1. Ss’ understanding the main idea and the 1. Ss finish the part division of the structure of Text A; text; 2. Further understanding of Text A 2. Ss put the sentences in a logical 3. Revision the knowledge of flashback order according to what they 4. Ss’ mastery of the key language points and learn about a typical day of Bill grammatical structures in the text; Porter; (In small class) 3. Ss find out the two flashbacks in the text; 2 periods 5. Ss’ presentation of the oral assignment 5. Ss make prepared speech; 6. Revision of the new words and expressions 6. T explains in more detail the 7. Explanation of the writing style — four characteristics of journalistic writing journalistic writing; 8. Checking on Ss after-text exercises 3. T asks Ss to do some after-text (In small class) exercises; 2 periods 1. Listening and Speaking Course in the Self- Ss’ autonomous learning Access Center; 2. Revision Ex. of Unit 6 2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the SAC class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills. Text A Life of a Salesman

Cultural Notes 1. Salesmanship: Sales promotion is an element of the marketing process that can close the sale of goods or services to a potential customer by providing the incentive to make a positive purchasing decision. Sales promotion, advertising, and salesmanship are the major techniques used in merchandising products to the public. Salesmanship often takes the form of a face-to-face encounter between the buyer and seller; the presentation is set up to convince customers that the product on sale is essential to their satisfaction. The lack of personal feedback between buyer and seller is sometimes considered a drawback of the advertising approach. Selling by telephone, although it is significantly less effective than personal selling, is still considered an important method of merchandising. In the 1980s, a growing promotional technique involved in- home shopping programs using cable television channels. In recent years with the help of the Internet online shopping is becoming popular. The traveling salesman appeared late in the 19th century both in Europe and in the U.S. The early itinerant peddler carried his goods on his back or on his horse, working his way from a port city through the hinterlands. With the coming of the railroad and the assurance given to sellers by new credit-reporting systems, salesmen with their sample cases moved across the land. Persuasive skill was less important in those days of unsatisfied demand, and orders were readily forthcoming. By 1900, however, with the increasing supply of manufactured goods, buyers became more discriminating in their purchases. Greater attention was given to training the sales force and to providing buyer incentives. The growth of industrialization and urban living led to the development of merchandising as a major business endeavor. The use of sales promotion practices experienced steady growth in the 20th century. The techniques of sales promotion are used both to motivate salespersons to improve their performance and to induce consumers to purchase goods and services. Although sales promotion works mostly closely with advertising, it is also related to other elements of marketing: production services, packaging, price, and distribution. At the manufacturing and wholesale levels of distribution, the methods used to motivate personnel to meet specific goals usually fall into two categories — sales incentive prizes (such as merchandise, travel, or cash awards) and sales contests. Both are based upon the salesperson reaching an objective above the normal sales quota. Consumer promotions encompass a wide variety of techniques, including sampling of goods or services, store redeemable “money-off” coupons to encourage the trial of products, special price-reduced packages, mail-in premium merchandise offers, cash or coupon refunds by mail, special product packaging, contests, and sweepstakes. During recessionary periods, when the demand for consumer expendable dollars becomes more competitive, there is greater participation in refund, coupon, and premium offers. More than half the households in the U.S. take advantage of some sales promotion offers each year. Sales promotion, now fully recognized as a vital element in the marketing mix, has become a multibillion dollar industry. In recent years, sales promotion expenditures have exceeded monies spent on advertising and there are strong indication that this pattern of growth will continue to maintain its economic edge.

Writing Style—Journalistic Writing Four characteristics of journalistic writing: 1. A journalistic tries to be objective in reporting. 2. An eye-catching beginning helps lure readers to linger more on the story out of an overwhelming number of stories offered by the day’s newspaper. 3. The vocabulary is simple, the sentences and paragraphs short, sometimes elliptical. 4. Conversations can be transcribed word for word if they illustrate the theme.

Tasks and Activities (The 1st and 2nd periods) 1. An English Song “She Works Hard for the Money” T asks Ss the following questions on the song: 1) Why does the singer think Onetta should be treated right? 2) What is the message of the song? 2. Listening Practice: VOA Education Report 3. Background Information: Definition of Sales Promotion Four Stages in Promoting a Product 4. Role Play: One student will act as a salesperson. All other students will act as his/her potential customers. He/She will have ten minutes to persuade others to buy his/her goods. One of them can buy from the salesperson. All others must come up with an excuse not to buy. 5. Spot Dictation: A Good Salesman …… The other day a young couple came into his store. They asked him all the usual questions and he answered all of them patiently. But when he suggested an order at the end, they replied firmly, “we’ll have to look around places first.” Although feeling a bit disappointed, Mr. Stevenson did not show it. Instead, he smiled, moved closer and said, “I know you will go to Discount Dan to look at the price tags. That’s perfectly understandable I do the same. In fact, they sell the same stuff as we do. But if you buy things there, there is something you will not get. And that is me. I come with everything I sell. I’ve been in the business for thirty years and in a few years’ time I’m going to give my store to my daughter. I hope she will carry on the family business. I stand behind everything I sell and I will make sure that you will never regret buying things from me.” After this short speech Mr. Stevenson offered the young couple some ice cream to thank them for their interest. Impressed by his honesty and sincerity, the young couple decided to place an order. 6. Follow-up questions (group discussion): 1) What are the basic qualities of a good salesperson? Which is essential? Why? 2) Do you think it is easy for a handicapped person to be a salesperson? Why? (The 3rd and 4th periods)

7. An Analysis of the Text Organization 1) Ss scan the text to see if there is any natural division of parts in the text. (Asterisks divide the text into 4 parts.) 2) Ss scan Text A and put the sentences in a logical order. A. He has his laces tied and his top shirt button buttoned before taking another bus. B. It’s after 7 p.m. that he arrives home after a day’s hard work. C. It’s 5:45 a.m. Bill Porter lingers under the covers and listens to weather broadcasting. D. He assembles his weapons before going out. E. The teenagers on the bus remind him of his past. F. Encouraged by his mother, Porter became a salesman who sold household products door-to-door. G. He tries many times. At last , a lady buys a cake of laundry soap from him. Key: CDAEFGB 3) Ss find the two flashbacks to see how skillfully it is woven into the narration.

8. Language Study

9. Home Assignment: 1) Ss finish all the after-text exercises; 2) Questions to be considered: Would you rather have a low paid job that is interesting or a well paid job that is boring? Working in a big company or a small company? (To Be a small Fish in a Big Pond or a Big Fish in a Small Pond?) (The 5th and 6th periods)

10. Ss make prepared speeches.

11. Word Completion surgeon a doctor who performs medical operations literature printed material used to advertise a product transit passage through or across register be recognized or noted mentally signature a person’s name written by herself or himself commission money paid to sb. for selling goods which increase with the quantity of goods sold solitary done or existing alone representative a person who represents others dignity the quality of being worthy of honor or respect

12. Useful Expressions: 系鞋带 tie one’s shoes 想做某事 feel like doing sth. 一群 a pack of 冲破身体的极限 rise above one’s limitations 招聘广告 help wanted ads 家用物品 household products 零售推销员 a retail salesman 不平衡 off balance 擦鞋摊 a shoeshine stand 让某人下车 drop sb. off 在打电话 on the phone 用完肥皂 be out of soap 躺着（或坐着） off one’s feet 过着离群索居的生活 lead a solitary life 靠佣金赚钱 work on commission 带薪假期 paid holidays 减轻疼痛 relieve pain 因……而卧床休养 be laid up with 自悲自怜 feel sorry for oneself 潦草的签名 scrawled signature 安乐椅 an easy chair 熄灭 go off

13. T explains in more detail the characteristics of journalistic writing.

14. T guides Ss through some after-text exercises. Quiz

Direction: Complete the following paragraphs, using words or phrases in brackets. Make changes where necessary.

1. He was born a ______, with one of his limbs ______. His body is not made for walking. Each step ______his joints. He needed back ______to relieve pain caused from decades of walking. The ______told him that after the operation he would ______for five months. (surgeon, surgery, cripple, be laid up, strain, useless )

2. Because of his ______, his several applications were turned down. Once, he ______a job with a company that operates a variety of ______chain stores. He set up an appointment with a ______of the company. The young candidate said he just wanted a chance. And finally he succeeded. One month later, he was ______from headquarters to the branch abroad. ( representative, transfer, retail, limitation, apply for ) 3. It is his first day as a salesman. He wears tan slacks and matching jacket. He puts some brochures and order forms in order in his ______. He has learned from his father that making a living as a _____ salesman demands a thick skin, both to protect against the weather and against having the door ______in your face. He steps outside at the same time he takes his steps on a journey to the battlefield where he fights for independence and _____. ( shut, dignity, briefcase, door-to-door )

Unit 8 Cloning

Objectives Students will be able to: 22. Develop reading skills—grasp the main idea (Cloning is a two-edged sword) and structure; 23. Develop writing skills—learn how to write a persuasive essay; 24. Learn the language—master the key language points and grammatical structures in the text; 25. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment

We devote 8 teaching periods (plus 2 periods of after-class students’ autonomous learning in the Self-Access Center) to cover Unit 8, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 8 of Qinghua textbooks III&IV 2 periods 1. Ss’ understanding the main ideas in each part of 1. Presentation of the courseware of Text A and the text structure; the text; 2. Ss’ mastery of the key language points in the 2. Discussion: Why is cloning text; referred to as a two-edged sword？ (In multimedia room, big class) 2 periods 1. Out-of-class research project; 1. Groups make report to class on 2. Ss’ further understanding of Text A; their research project; 3. Ss’ summary of Text B: We should not rush to 2. Presentation of courseware for Ss ban cloning. to understand some difficult (In small class) sentences in Text A; 3. Discussion and summary: Cloning technology might bring about ethical problems but it could benefit people in more than one way. 2 periods 1. Developing writing skill; 1.Writing strategy: how to write a 2. Developing reading skill of skimming & persuasive essay; scanning for main idea and specific details. 2. Supplementary exercise for Ss to (In small class) practice skimming & scanning.

2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills.

Text A Cloning Gina Kolata Cultural Background 1. Clone Clone is a group of organisms(有机体) or cells(细胞) that are genetically identical(完全相同), having been produced from one parent by asexual( 无 性 的 ) reproduction. The individual organisms or cells are precise copies of the parent and genetically identical to it. Clones are found naturally among single-celled organisms (such as bacteria 细菌), a few invertebrates (无脊椎动 物 )(such as corals 珊 瑚 ), and some asexually reproducing plants (as in the production of runners(匍匐茎) by a strawberry plant). In agriculture, plant cloning can be used to advantage, in that individuals with desirable properties, such as pest-resistance or high growth rates, can be replicated(重做) exactly without the unpredictable results. Artificial cloning of animals and cells can be achieved by teasing apart the cells of the early embryo. Similarly, cells capable of growing into mature plants can be obtained from plant growth-regions (meristems 分生组织). In genetic engineering cloning refers to the copying of DNA molecules. http:// www.clonecentral.com http:// www.znet.com/danforth 2. Genetic engineering Genetic engineering is the deliberate modification of the genetic make-up (genome 基因组/ 染色体) of an organism by manipulation of its DNA. Genetic engineering techniques include cell fusion and the use of recombinant 重组细胞 DNA (rDNA). Since the late 1960s these techniques have held out the most exciting promise for biotechnology. In such a new field controversy inevitably abounds. Worries concerning release of genetically novel bacteria into the environment, or the possible manipulation of human embryos, have led to the setting up in the USA of the Genetic Manipulation Advisory Group (GMAG). Legislation governing genetic research has also been passed in several other countries.

3. Narcissus In Greek mythology, Narcissus is a beautiful youth who spurned ( 拒 绝 ) the love of the nymph(仙女)Echo and in punishment was made to fall in love with his own reflection; he pined away (逐渐憔悴)gazing at himself in a pool and at his death was changed into the flower bearing his name narcissus.

4. Prometheus Prometheus is, in Greek mythology, a Titan who made the first man from clay and stole from the gods to give to mankind. In revenge for the theft, Zeus chained Prometheus to a rock, where his liver was eaten every day by an eagle, only to grow again every night. Hercules eventually rescued him. Prometheus has been seen as a symbol of freedom, rebellion against tyranny, and of creative imagination.

5. Hiroshima Hiroshima is a Japanese city in southern Honshu. Hitherto largely undamaged by the US bombing campaign, Hiroshima became the target of the first atomic bomb attack on 6 August 1945, which resulted in the virtual obliteration of the city centre and the deaths of about one-third of the population of 300,000. The attack on Hiroshima, together with that on Nagasaki three days later, led directly to Japan’s unconditional surrender and the end of World War II.

6. Nagasaki Nagasaki is a Japanese city in Kyushu. On 9 August 1945, three days after the first atomic bomb attack on Hiroshima, Nagasaki became the next target. The hilly terrain protected the population of 230,000 from the full effects of the explosion, but 40,000 people were killed and tremendous destruction caused. On the following day Japan offered to surrender and the ceasefire began on 15 August, the official surrender finally being signed on 2 September.

Classroom Activities Research project 1) The research project should be assigned at the end of the last unit. Ss form groups to use library resources and Internet resources to get answers to the following questions: ---- What is cloning? ---- Give a brief history of the scientific research into cloning. ---- What are the major pros and cons of human cloning? ---- During your research, what new vocabulary items have you come across that are related to cloning? 2) In class, groups make report to class on their research project. To save time and give presentation opportunities to more groups, no one group need answer all the questions. A group member may write down new vocabulary items (in both English and Chinese) on the blackboard while another member is presenting. Text Analysis

This text has some features in common with Text A, Unit 7: an eye-catching introduction and objectivity. The text starts with the birth of Dolly, because it is a critical point in cloning research. Reader interest is further aroused by the low-key tone. Why no excitement, why no champagne, why were few people around? Readers are then ready to be told an objective account about human cloning. The “father” of Dolly is level-headed about his achievement, so is the author. She quotes Wilmut and Oppenheimer to show how science can be a double-edged sword. Before listing the many benefits of human cloning in Part IV, she first identifies the ethical problems involved in Part III. In her article she asks many questions, to which she gives no answer. If she said that there were definite answers, she would not be objective. However, compared with Text A, Unit 7, the word choice is more elaborate; sentences and paragraphs grow longer and more complex. After all, this is about science and ethics!

Features of the Text 1. T guides Ss to get the features of the text concerning the following points. 1) Style: journalistic writing 2) Theme: science and ethics 3) Introduction: eye-catching 4) Tone: objective The “father” of Dolly is levelheaded about his achievement, so is the author. She quotes Wilmut and Oppenheimer to show how science can be a double-edged sword. Before listing the many benefits of human cloning in Part 4, she first identifies the ethical problems involved in Part 3. In her article she asks many questions, to which she gives no answer. If she said that there were definite answers, she would not be objective. 5) Diction and Sentence Construction: elaborate words, long and complex sentences and paragraphs.

Language Study

1. linger: 1) spend a long time doing sth. My daughter used to linger long over her meal. There will be no time to linger-the press conference will begin in a few minutes. 2) stay for a long time, esp. because one does not want to leave It is a dreary little town where few people would choose to linger. He was still lingering around the stadium long after the game was over. 2. betray: show a lack of loyalty to; give or show (sb./ sth.) to an enemy According to the Gospels of Matthew and Mark, greed made Judas betray Jesus to the chief priest for 30 pieces of silver. He was accused of betraying his country during the war. It turned out that he was an informer, and, betrayed the plan to the Germans. 3. delivery: 1) the process of birth Women who do manual work have easy deliveries. In the end, it was an easy delivery: a fine baby boy. 2) the delivering of letters, goods, etc. Federal Express Corporation provide rapid delivery of packages, letters, and other shipments within the United States and worldwide. Most newspapers offer home delivery. 4. apply for: make a formal request for I applied for five jobs before I was offered this one. According to the school regulations students will have to apply for permission to study abroad. 5. literature: 1) printed material used to advertise or promote a product My friend is sending me literature from two other companies that provide a similar service. There is quite a lot of literature available on the history of computers. 2) writing that are valued as works of art The graduate school offers master's or doctoral degree programs for advanced study in such liberal arts and science fields as history, physics, and literature. 6. pledge: a solemn promise They made a pledge to accomplish the task. The boy made a pledge to get straight A's at the end of the semester. vt. Member nations of the UN pledge to settle their disputes peacefully and to refrain from using force. They have pledged not to dump hazardous wastes into the river. 7. transit: passage through or across; a system of urban public transportation Our fleet made the transit through the Panama Canal without any difficulty. The president wants to improve the nation's highways and mass transit systems. 8. off balance: in an unsteady position or about to fall The motorcycle knocked him off balance and he fell down on the ground. The sudden pull threw me off balance. 9. off one's feet: no longer standing After the operation the old man had to stay off his feet. The doctor checked his leg foot carefully and said he would have to stay off his feet for about two weeks. 10. be laid up (with): stay in bed, be unable to work, etc. Our math teacher has been laid up in bed with acute flu for a week. The football player was laid up with a twisted knee.

Revision Exercises I. Useful Expressions Ss locate the useful expressions in the text: 1. 员工 staff members 2. 接生 attend birth 3. 引人注目 stand out 4. 一模一样的孪生儿 identical twins 5. 提出……的可能性 raise as a possibility 6. …没有任何独特之处 nothing exceptional about-- 7. 明确表示…… make it clear that-- 8. 追求 in quest 9. 有史以来 since the dawn of recorded time 10. 邪恶的隐患 potential for evil 11. 那咯索斯式的自恋罪 the sins of Narcissus 12. 审视自己的心灵 examine one’s soul 13. 基因的任意组合 a genetic lottery 14. …是一回事,…又是另一回事 It is one thing for---, and another for--- 15. 随意的念头 thoughts of somehow 16. 直接面对 face-to-face with 17. 谦恭困惑的人 a humbled and troubled soul 18. 发表演说 deliver a speech 19. 免疫系统 the immune system 20. 完美相配 perfect match

II. Reading in Depth Arguments for Human Cloning Some people argue that cloning is the__1___ next step in reproductive technology. Identical twins are natural clones, so reproductive cloning can be ___2___as a technological version of a natural process. If a couple are___3___, why shouldn’t they be able to __4___clones of themselves? If a couple have lost a child, why shouldn’t they be able to __5___that loved individual with a clone if that is possible? Equally if someone has made a great ___6___to science, music, the arts or___7___, it seems like a good idea to produce more of them in the hope that we might benefit even more _8___what would effectively be a much longer working life. What is more, cloning a child could produce a tissue match for ___9___of a life-threatening disease. Others feel __10__strongly that human cloning is __11____ wrong. With the state of the science as it is at the moment it would __12___hundreds of damaged pregnancies to achieve one single __13__cloned baby. What is more, all the evidence suggests that clones are _14__ and often have a number of built-in genetic _15___ which lead to premature ageing and death. It would be completely wrong to _16___a child into the world knowing that it was extremely likely to be __17__ by problems like these. The __18___of human life and the genetic uniqueness we all have would be __19_____if cloning became common place. People might be _20____unwillingly – we all leave thousands if not millions of cells around everyday as we go about our__21__ lives shedding skin! Who will control who gets cloned? Companies are already making money___22____ tissue from dead children and partners until the time that human cloning becomes__23__. How much scope will there be for unscrupulous(肆无忌 惮的) dealings if human cloning becomes a__24___?

A. regarded B. infertile C. literature D. from E. treatment F. replace G. contribution H. logical I. produce J. completely K. live L. involve M. defects N. unhealthy O. equally P. bring Q. affected R. attacked S. dignity T. storing U. cloned V. available W. normal X. reality

Key to Reading in Depth HABIF GCDEO JLKNM PQSRU WTVX 1. H-logical 2. A-regarded 3.B-infertile 4. I-produce 5. F-replace 6.G-contribution 7.C-literature 8.D- from 9.E-treatment 10. O-equally 11. J-completely 12.L-involve 13. K-live 14.N-unhealthy 15.M-defects 16. P-bring 17.Q-affected 18.S-dignity 19. R-attacked 20.U-cloned 21. W-normal 22. T-storing 23.V- available 24. X-reality

大学英语全新版第四册 Unit One Fighting With the Forces of Nature Objectives Students will be able to: 26. Develop reading skills—grasp the main idea (The elements of nature must be reckoned with in any military campaign) and structure; 27. Develop writing skills—learn to provide evidence when you are writing an essay; 28. Learn the language—master the key language points and grammatical structures in the text; 29. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment

We devote 8 teaching periods (plus 2 periods of after-class students’ autonomous learning in the Self-Access Center) to cover Unit 1, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 1 of Qinghua textbooks III&IV 2 periods 1. Ss’ understanding the main ideas in each part of 1. Presentation of the courseware of Text A and the text structure; the text; 2. Ss’ mastery of the key language points in the 2. Discussion: Man or nature, which text; is more powerful? (In multimedia room, big class) 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ further understanding of Text A; 2. Presentation of courseware for Ss 3. Ss’ summary of Text B: Gambling with the to understand some difficult forces of nature. sentences in Text A; (In small class) 3. Discussion and summary: The elements of nature must be reckoned with in any military campaign. 2 periods 1. Developing writing skill; 1. Paragraph development: ways to 2. Developing reading skill of skimming & provide evidence; scanning for main idea and specific details. 2. Supplementary exercise for Ss to (In small class) practice skimming & scanning.

2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills.

Text A The Icy Defender Nila B. Smith Cultural Background 1. Napoleon Bonaparte (1769-1821) Emperor of the French, who consolidated and institutionalized (使制度化)many reforms of the French Revolution. One of the greatest military commanders of all time, he conquered the larger part of Europe. During 1802-1815 Napoleon tried to gain control of the whole of Europe. He had great success against all his enemies except Britain, whose navy under Nelson defeated the French navy at the Battle of Trafalgar in 1805, and whose army fought the Peninsular War against him from 1808 to 1814, making him weaker in his other campaigns. In 1812 Napoleon lost half a million men when he invaded Russia in winter, and in 1814 the British, Russians, Prussians and Austrians entered Paris. They sent Napoleon to rule the island of Elba in the Mediterranean, but he collected an army around him and returned to Paris. He was soon defeated again, at the Battle of Waterloo in 1815, and was sent to the island of St. Helena in the south Atlantic, where he died in 1821.

2. Adolf Hitler (1889?-1945) German political and military leader and one of the 20th century’s most powerful dictators. He converted Germany into a fully militarized society and launched World War II in 1939.He hoped to conquer the world, and for a time dominated most of Europe and much of North Africa. He instituted sterilization ( 消毒杀菌)and euthanasia( 安乐死) measures to enforce his idea of racial purity among the German people and slaughtered millions of Jews, Sinti and Roma (Gypsies), Slavic peoples, and many others, all of whom he considered inferior.

3. A brief introduction to WWII Adolf Hitler’s invasion of Poland in September,1939 ignited (点燃) World War II. One by one, Europe’s nations fell before Germany’s mechanized armies. Only Britain held firm. While the Allies(同盟国) conferred(协商), treachery (背叛) approached from the East. On December 7th, 1941, Japanese planes attacked Pearl Harbor. The next day, the United States entered the war. Fighting continued for almost four more years, spreading to North Africa and the Pacific. On D- Day, June 6,1944, Allied troops began the liberation of Europe. Within a year, Germany surrendered. To subdue ( 使 sb 屈 服 ) Japan, the US dropped atomic atoms on Hiroshima and Nagasaki. Japan formally surrendered on Sept.2,1945. WWII claimed more than 27 million lives.

Classroom Activities

Discussion: Man or nature, which is more powerful? 1) Ss are divided into two groups. One group lists instances where man conquers nature; the other group comes up with cases where the forces of nature are too powerful to be resisted. 2) Several Ss from both groups report their respective lists to class; 3) T solicits opinions from other Ss: man or nature, which do you think more powerful? 4)Conclusion: Man changes nature in order to live. However, man must also be careful not to disregard the laws of nature. When Napoleon and Hitler finally realized their arrogance, it was too late.

Text Analysis

1. A Comparison-and-Contrast Analysis of the Two Invasions T asks Ss to provide information based on Text A: Invading countries? Country invaded? Starting time of the two invasions? Strength of invading forces? Prediction? Initial resistance strategies? Capture of the Russian capital? Major battles? Biggest enemy for the invading forces? Turning point ? Fate of the invading forces ? War-starters’ fate? 2. Text division T guides Ss to analyze Text A. The text can be divided into four parts, as can be easily seen from the subtitles provided by the author. Part One (Paras 1-2): Introduction — Both Napoleon’s and Hitler’s military campaigns failed because of the severity of the Russian winter. Part Two (Paras 3-11): Napoleon’s military campaign against Russia Part Three (Paras 12-20): Hitler’s military campaign against the Soviet Union Part Four (Para 21): Conclusion — The elements of nature must be reckoned with in any military campaign.

Language Study 1. in the case of: as far as … is concerned The rise in interest rate will be disastrous in the case of small firms. 2. stand / get / be in the way: prevent from doing sth. Sara has made up her mind that her leisure interest should never get in the way of her career. I don’t think kids have as much fun as we used to. Fierce competition keeps getting in the way of their development. 3. launch: start; send sth. on its course On October 4, 1957, Soviet scientists launched the world’s first artificial satellite. In 1941, Adolf Hitler, leader of Nazi Germany, launched an attack against the Soviet Union. 4. be / get bogged down: be unable to make progress If you let yourself get bogged down in homework, you’ll never find time to read books. The local government got bogged down in problems of how to handle the air pollution. 5. engage: begin fighting with sb.; take part in or do; occupy or attract sb’s interest; etc I have no time to engage in gossip. The commander ordered the soldiers to engage the enemy immediately. We failed to engage any active support for our project. 6. crucial: very important (followed by to) Surprisingly, our soccer team won the victory in the crucial final game. Unity is crucial to the efficient operation of an organization. 7. take a gamble: take a risk I think she’s taking a gamble investing all her money in stocks. The company took a gamble by cutting the price of their products, and it paid off. 8. press on / ahead: continue doing sth. in a determined way (used in the pattern: press on / ahead with sth.) Despite fierce opposition, the government is pressing on with its campaign to eliminate corruption. 9. bide one’s time: wait patiently for a chance His political rivals are biding their time for an attack on his policies. 10. drag on: move slowly and with effort; continue endlessly and tediously How much longer is the meeting going to drag on? 11. stroke: any of a series of repeated movements; blow I saw a chance of solving all my problems at a stroke. By a stroke of good luck, Tom, who had been buried in the rubble for more than 26 hours, came out alive. 12. at the cost of: with the loss of The soldier saved the girl at the cost of his own life. The local government developed its economy but at the cost of environment. 13. catch sb. off guard: take sb. by surprise The reporter’s question caught the foreign minister off guard. The invitation to his wedding caught me off guard. 14. instruct: give orders or directions to sb. (used in the patterns: instruct sb. to do sth.; instruct sb. that); teach sb. (used in the pattern: instruct sb. in / on sth.) My parents instructed me to start early. The professor instructed us that we had one month to conduct the project. He instructed family members in nursing techniques. 15. render: cause to be in a specified condition (same as make) Hundreds of people were rendered homeless by the flood. He was rendered unconscious by a blow on the back of the neck. 16. bring to a halt: stop completely Production in many factories has been brought to a halt by the delayed arrival of raw materials. 17. turn the tide (against): change what looks like defeat into victory Soviet victory in Stalingrad turned the tide of the war in Europe. 18. thanks to: because of Thanks to her financial support, the two children in the remote village could go to school. Thanks to their tireless efforts, the performance was a great success. 19. reckon: count; consider; think Many people reckon him to be a great football player. reckon with: take… into consideration All these problems had to be reckoned with as they arose. 20. toll: the number of people or animals killed or injured in particular circumstances; money paid for the use of a bridge or road The toll of road deaths and injuries is on the rise. The local government was allowed to charge tolls for the use of the roads.

Revision Exercises I. Useful Expressions 1. 骄兵必败 pride comes before a fall 2. 战无不胜 nothing could stand in their way 3. 奋勇抵抗 fierce resistance 4. 堪称无敌 be unequaled 5. 痛苦的教训 a painful lesson 6. 速决速胜 a quick, decisive victory 7. 面临着一个重要抉择 be faced with a crucial decision 8. 孤注一掷 take the gamble 9. 激战 fierce battle 10. 等待时机 bide one’s time 11. 向…提出停战 offer a truce to 12. 成为一场噩梦 turn into a nightmare 13. 拖着脚步行进 drag on 14. 溃不成军的幸存者 the tattered survivors 15. 不宣而战 without a declaration of war 16. 闪电式战略 lightning war 17. “焦土”政策 “scorch the earth” 18. 处境变得危急 the situation becomes desperate 19. 食品匮乏 food runs out 20. 耐得住寂寞 a tolerance for solitude 21. 自给自足 self-sufficiency 22. 抵制诱惑 resist the temptation to do sth 23. 怆然离去 leave with a feeling of sorrow 24. 自豪感 a sense of pride 25. 一旦经济形势好转 once economic conditions improve

II. Spot Dictation In the spring of 1812, Napoleon ____1___ an army of six hundred thousand men on the borders of Russia. The soldiers were well trained,___2____ , and well equipped. Shortly afterwards, Napoleon’s army crossed the Neman River into Russia. In August, the French and Russian armies ___3___ at Smolensk, in a battle that left over ten thousand dead on each side. Napoleon __4____ of pressing on to Moscow, 448 kilometers away. On September 7, 1812, the French and Russian armies met in fierce battle at Borodino, 112 kilometers west of Moscow. Again, the Russian army retreated to safety. Napoleon had a clear path to Moscow, but the __5__of the city became an empty victory. Napoleon soon realized he could not feed, clothe, and ___6___ his army in Moscow during the winter. In October 1812, he ordered his Grand Army to retreat from Moscow. At the Berezina River, the Russians nearly trapped the retreating French by burning the bridges over the ___7____ river. But Napoleon, by a stroke of luck, was able to build two new bridges. Thousands of French soldiers escaped, but at the cost of fifty thousand dead. Once across the Berezina, the __8___ survivors limped toward Vilna.

III. Fill in the gaps with words or phrases chosen from the box below. Change the form where necessary. Alliance\limp\declaration\heroic\minus\region\siege\stroke 1.The Labor Party’s electoral strategy, which was based on a tactical__with other smaller parties, has proved successful. 2. The New York fire fighters’__deeds in rescuing the September 11 victims were celebrated across the country. 3. By a __of good luck, Carol, who had been buried in the rubble for more than 20 hours, came out alive. 4. My brother was not badly hurt, but he injured his leg and had to __around for a few weeks. 5. The aircraft was subjected to a test of temperatures of __65 degrees Celsius and plus 120 degrees. 6. Tax incentives will be used to attract companies to the western __of our country away from the east coast. 7. The opening speeches sounded more like__of war than offerings of peace. 8. After a three-day __ by the police, the terrorists who had seized the restaurant had to give in.

Key to Spot Dictation: 1. assembled 2. efficient 3. engaged 4. took the game 5. occupation 6. quarter 7. swollen 8. tattered Key to Exercise III: 1. alliance 2.heroic 3.stroke 4.limp 5.minus 6.regions 7.declarations 8.siege Unit 2 Smart Cars Objectives Students will be able to: 30. Develop reading skills—understand the main idea and the structure of the text; 31. Develop writing skills—learn some techniques in expository writing (definition, quotes, a mixture of facts and opinions, etc.); 32. Learn the language—grasp the key language points and grammatical structures; 33. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 7, which include: Time What Is to Be Done Tasks / Activities 2 periods 10. Ss’ presentation on the warm-up questions 8. Ss’ learning about the auto 11. T’s introduction about the green cars brands and Ss’ discussion on 12. Ss learn the background information related “will you buy a car”; to Text A 9. Listening Ex. leading to Text (In small class) A;

2 periods 1. Ss’ presentation on their ideal cars 1. 3 Ss make prepared speeches; 4. Ss’ understanding the main idea and the 2. Ss sum up the main idea (gap- structure of Text A; filling) 5. Further understanding of Text A 3. Ss answer the related questions 4. Ss’ mastery of the key language points and and write a list of the features of grammatical structures in the text; smart cars (Ex on p.43); (In multimedia room, big class) 2 periods 9. T checks on Ss’ homework (oral and 7. Ss make prepared speech; written); T asks Ss to do some after-text 10. Developing writing strategy: to write a exercises; résumé; 8. Ss learn how to write a 11. Reinforce Ss listening skills résumé; (In small class) 9. Compound dictation: “Computer Recycling”; 2 periods 1. Listening and Speaking Course in the Self- Ss’ autonomous learning Access Center; 2. Revision Ex. of Unit 1

2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the SAC class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills. Text A Smart Cars Michio Kaku Cultural Notes 1. automobile industry The automobile industry is one of the most important industries in the world, affecting not only economies but also cultures. It provides jobs for millions of people, generates billions of dollars in worldwide revenues, and provides the basis for a multitude of related service and support industries. Automobiles revolutionized transportation in the 20th century, changing forever the way people live, travel, and do business. The automobile has enabled people to travel and transport goods farther and faster, and has opened wider market areas for business and commerce. The auto industry has also reduced the overall cost of transportation by using methods such as mass production (making several products at once, rather than one at a time), mass marketing (selling products nationally and globally rather than locally), and globalization of production (assembling products with parts made worldwide). Between 1886 and 1898, about 300 automobiles were built, but there was no real established industry. A century later, with automakers and auto buyers expanding globally, automaking became the world’s largest manufacturing activity, with more than 53 million new vehicles built each year worldwide. Automobile manufactures are among the largest companies in the world. These corporations are often multinational. These companies often share parts, or use parts made in foreign factories. The U.S. automobile industry produced 16.8 million vehicles in 1999.The three major automobile manufactures in the United States  General Motors Corporation, Ford Motor Company, and Daimler Chrysler AG  provide three-fourths of the industry’s total direct employment in the United States. At the start of the 21st century, the trends of global trade and manufacturing flexibility continue. Computerization continues to be a major part of auto design and manufacture, as do the search for alternative fuels and more efficient automobile designs.

2. Global Positioning System (GPS): space-based radio-navigation system, consisting of 24 satellites and ground support. GPS provides users with accurate information about their position and velocity, as well as the time, anywhere in the world and in all weather conditions. GPS determines location by computing the difference between the time that a signal is sent and the time it is received. GPS satellites carry atomic clocks that provide extremely accurate time. The time information is placed in the codes broadcast by the satellite so that a receiver can continuously determine the time the signal was broadcast. The signal contains data that a receiver uses to compute the locations of the satellites and to make other adjustments needed for accurate positioning. The receiver uses the time difference between the time of signal reception and the broadcast time to compute the distance, or range, from the receiver to the satellite. The receiver must account for propagation delays, or decreases in the signal’s speed caused by the ionosphere and the troposphere, with information about the ranges to three satellites and the location of the satellite when the signal was sent, the receiver can compute its own three-dimensional position. As of March 1994,24 GPS satellites were in operation. Replenishment satellites are ready for launch, and contracts have been awarded to provide satellites into the 21st century. GPS applications continue to grow in land, sea, air, and space navigation. The ability to enhance safety and to decrease fuel consumption will make GPS an important component of travel in the international airspace system. Airplanes will use GPS for landing at fogbound airports. Automobiles will use GPS as part of intelligent transportation systems. Emerging technologies will enables GPS to determine not only the position of a vehicle but also its altitude.

3. Intelligent Transportation Systems (ITS): advanced electronics, communications, and computer systems that increase the efficiency and safety of highway transportation. Originally known as Intelligent Vehicle/Highway Systems (IVHS), these technologies can provide real-time information exchange between drivers and the roads, giving rise to the terms “smart cars” and “smart highways.” As the technologies have expanded to include public transportation and commercial vehicles, this range of technologies has become known as the Intelligent Transportation System. Increasingly, drivers will have access to up-to-the-minute information on traffic conditions, alternate routes, and directions to unfamiliar destinations. Ultimately, vehicle control may be automated.

Writing Strategy—How to write a résumé

A résumé is a concise business-style report that displays your job qualifications to a prospective employer. Typically, information is grouped under the six headings: 1. Heading  Include your name, address, phone number, and e-mail address. Don’t date the resume; it will then become obsolete more quickly that it otherwise would. 2. Employment objective  State your immediate work goal and the direction you hope your career will take 3. Education  List relevant facts of your college education. Note any academic honors such as a scholarship. 4. Employment Experience  Highlight your full-time, part-time, volunteer, and summer work experience. Mention any promotions or raises you’ve received. 5. Professional Interests  Cite membership in professional organizations. In addition, note any special skills such as training in lifesaving or fluency in a foreign language. 6. References  Indicate that they will be furnished on request.

Below are some more tips: 1. Capitalize the headings to make them stand out on the page. 2. To condense information, use phrases and clauses rather than complete sentences. 3. List your most recent education and employment experience first and then work backward so the employer can quickly gauge what you’ve done recently. 4. Don’t try to cram too much material onto a page. Ample white space is important.

Sample: 1) Personal Details Fiona Scott 52 Hanvor Street Edinburgh EH2 5LM Scotland Phone: 0131 449 0237 E-mail: [email protected] 2) Education 1991~1992 London Chamber of Commerce and Industry Diploma in Public Relations 1988~1991 University of London, BA in journalism and Media Studies 3) Professional Experiences 1995~present Public Relations Office, Scottish Nature Trust Responsible for writing articles on all aspects of Trustee’s activities 1992~1995 Press Office, Highlands Tourist Board Preparation of promotional materials and brochures Summer of The Glasgow Tribune newspaper 1990 and 1991 Two three-month training periods as assistant to the Sports Editor Arranging and conducting interviews 4) Skills IT Office 2000 and Windows NT, Excel, Internet, PowerPoint Language Fluent German and proficient in French Additional Driving license 5) Activities Cross-country skiing, rock climbing and swimming Activities for disabled children 6) References Geoffrey Williams Professor of Journalism Brenda Denholm Sports Editor Tasks and Activities (The first 2 periods) 1. Warm-up questions: 1) Do you know these logos? (T shows Ss auto logos and Ss say the brands.) 2) If you could afford a car, would you buy one? 2. Ss learn Vehicle-Related Words 3. Listening and Speaking Ss listen to the passage “Cars of the future” and say what changes will make driving: Cleaner? Safer? More comfortable? 4. T introduces the major focus of the auto design in the future  Greener Cars Electric Car; Hybrid Car; 5. Background information related to Text A: Automobile Industry Global Positioning System Intelligent Transportation System Assignment: Ss design their own ideal cars of the future. (The 3rd and 4th periods) 6. Ss make prepared speeches. 7. An Analysis of Text Organization Ss skim text A and then fill in the blanks. 8. Further Understanding 1) Questions about Part One and Part Two 2) Writing techniques used in this expository writing: listing facts, definitions; 9. Language Points and Explanation of Some Difficult Sentences Assignment: Ss finish some of the after-text exercises.

(The 5th and 6th periods)

10. T checks on Ss’ homework (oral and written)

11. Writing Strategy  How to write a résumé

12. Listening Practice  Computer Recycling Assignment: 1) Ss finish all the after-text exercises. 2) Home Reading: Text B; 3) Ss preview Text A of the next unit.

Useful Expressions: 1. 计算机革命 the computer revolution 2. 制造业 manufacturing industry 3. 长途车司机 long-distance driver 4. 被严重低估 be grossly underestimated 5. 威胁生命的重大隐患 life-threatening hazard 6. 解决问题 cure the problem 7. 积极的影响 a positive impact (on) 8. 与无线电信号调谐 be tuned to radio signals 9. 在任何一个特定时间 at any given time 10. 量子理论法则 the laws of the quantum theory 11. 精确的频率 precise frequency 12. 发出无线电信号 send out a radio signal 13. 换算出 be converted into 14. 导航能力 navigational capability 15. 几乎无限 virtually limitless 16. 手杖 walking sticks 17. 遥控 remote control 18. 潜在的应用 potential use / application 19. 要求 call for 20. 完全控制 take complete control of 21. 被编成组 be bunched into groups 22. 一齐行驶 travel in unison 23. 对环保有利 environmental boon Quiz Part I. Translation: 1. 汽车确实对我们大有用处，但也带来了一些危害，比如噪音、空气污染以及公路死亡事 故。 (of …use, hazard, …as well, fatality) 2. 设计以及制造汽车的手段在过去的十年中得到迅速发展。例如，通过使用全球定位系统 (GPS)，汽车里的计算机能给汽车精确定位；随着感应器(sensor)的应用，智能汽车能 排除大多数汽车事故。 ( means, manufacture, decade, locate, precise(ly), application, smart, eliminate)

Part II. Compound Dictation: The (S1) ______of the machine age, the electronic computer, has been in use only since 1946. Once it is given a program—that is, a carefully worked out set of instructions (S2) ______by a technician trained in computer language—a computer can gather a wide (S3) ______of information for many purposes. For the scientists, it can get information from outer space or from the (S4) ______of the ocean. In business and industry the computer prepares factory inventories, keeps track of sales trends and production needs, and makes out company payrolls. It can keep bank (S5) ______up to date and make out electric bills. If you are planning a trip by plane, the computer will find out what route to take and what space is (S6) ______. Not only can the computer gather facts, it can also (S7) ______them as fast as they are gathered and can pour them out whenever they are needed. The computer is really a high-powered “memory” machine that “has all the answers”—or almost all. (S8) ______. But the fact is, as computer scientists declared, (S9) ______, computers are not replacing us, at least not yet. Our brain has more than 10 billion cells. A computer has only a few hundred thousand parts. (S10) ______. How we use them is for us, not the computer, to decide.

Key to the Quiz Part I. Translation: 1. Automobiles are indeed of great use to us, but they have brought some hazards as well, such as noise, air pollution and highway fatalities. 2. Designs and means of manufacturing cars have all developed rapidly in the past decade. For example, by using the global positioning system, a computer in the automobile can locate the vehicle’s precise position, and with the application of sensors, smart cars can eliminate most car accidents. Part II. Compound Dictation: (S1) marvel (S2) devised (S3) range (S4) depth (S5) accounts (S6) available (S7) store (S8) At times, computers seem almost human. (S9) even though they are taking over some of the tasks that were once accomplished by our own brains (S10) For some time to come, then, we can safely say that our brains are at least 10,000 times more complex than a computer.

Unit 3 Job Interview Objectives Students will be able to: 34. Developing reading skills—understand the main idea (the author fives four tips to help interviewee outstand in a job interview) and structure (general-specific-general) of the text; learn to appreciate the ways to begin an essay or a paragraph.. 35. Learning of the language—master the key language points and grammatical structures in the text; learn to expand vocabulary through association maps; 36. Developing writing skills— learn to write an application letter ; 37. Integrating the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods’ after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 4, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 4 of Qinghua textbooks III&IV 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Discussion/debate leading to Text A in Unit 3. 2. Ss’s discussion on topics related to 3. Introduction of some background information job interview 4. Ss’ understanding of the main idea and the organizational structure of the text; (In small class) 2 periods Ss’ mastery of the key language points and 1. Presentation of the courseware of grammatical structures in the text; the text; (In multimedia room, big class) 2. Questions and Answers.

2 periods 1. Ss’ presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Further understanding of the text; 2. Quesiotions and answers; 3. Scanning practice for Text B 3. In-class writing practice. 3. Learn to write an application letter (In small class) 2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss’ listening skills.

Text A Get the Job You Want

Harvey B. Mackay Cultural Background 1. Prepare for a job interview In a job interview, your object is to get an offer for a job. The interview is an opportunity to present yourself and your skills to your best advantage. You have something to sell and it is up to you to convince the interviewer that you have what the company is seeking. Be sure you keep in mind that the interview is a two-way street. The interview is a meeting between two parties for the mutual changes of information. The employer will try to determine if you have the qualifications necessary to do the job. It also an opportunity for you to determine whether the company, firm, or agency will give you the chance you seek. Whether or not you land the job you want often depends upon your skills in marketing yourself. Being prepared in advance will bring you better ideas of how to respond to interview questions and how to develop questions you would like to ask the interviewer. In addition, being prepared will give you more confidence and improve your overall impression. Here are then frequently asked interview questions. 1. Tell us about your career to date, what you’ve done and what your are currently doing? 2. What do you know about the organization or the employer? 3. What is your understanding of the position you have applied for? 4. What will you bring to the organization? 5. What are your career goals? 6. Why did you leave your last job? 7. What are your strengths and weakness? 8. How do you keep updated with new developments in the industry? 9. How do you handle or resolve a difficult situation in a previous role? 10. Do you have any questions?

2. John Michael Landy: Australian athlete, and the second runner, after England’s Sir Roger Bannister, to break the four-minute mile. He did so in 3 minutes 58 seconds in 1954, two months after Bannister set his mark.

3. Sir Roger Bannister British physician and the first athlete in history to run a mile in less than 4 min. Born in Harrow, England, he was educated at the University of Oxford and at Saint Mary's Hospital Medical School. At a meet in Oxford on May 6, 1954, Bannister ran the mile in 3 min 59.4 sec, establishing a world record. This was bettered less than two months later by the Australian athlete John Landy, who set a record of 3 min 58 sec. Bannister defeated Landy in a mile race held at Vancouver, Canada, in August 1954. Although neither set a record, both men again ran the mile in less than 4 min. Bannister retired from athletic competition in December 1954 to practice medicine. He wrote an autobiography, Four- Minute Mile, published in 1955, and was knighted in 1975.

Classroom Activities 1. Brainstorming: Describe a job Write down all the jobs that you can thank of on a piece of paper. Choose one and allow your partner to guess what is the job you’ve chosen by asking “yes” or “no” questions.

2. Discussion: What kind of job would attract you more? Job with high pay or job you are interested in? Give the reasons. What do you think you can do in advance for a job interview?

Text Analysis

There are usually five ways to begin an essay: using a quotation, asking a question, stating the time and place of the event to be described, providing relevant background information and giving a surprising or interesting fact. The following are some of the stylistics applied in Text A. Beginning of the text – a story Key1 – a quotation : “if you miss one day of practice, you notice the difference. ” Key 2 – a fact : “ Recently I played a doubles tennis match paired with a 90-year-old.” Key 3 – a question: “Do you remember the four-minute mile?” Key 4 – a personal opinion: “In my opinion, the majority of New York cabdriver are unfriendly, if not downright rude. Most of the cabs are filthy, and almost all of them sport an impenetrable, bulletproof partition.”

Language Study

1. follow up: take addition steps to further (a previous action) We are worried that terrorists will follow up their threats with bomb attacks. They will follow up the dancing with a magic show. 2. prospective: adj. expected; probable; intended The chief function of direct-mail advertising is to familiarize prospective buyers with a product. This university of world fame had applications from nearly 200 prospective students. 3. as I see it: in my opinion As I see it, this press conference is the most successful one we have ever had. As I see it, the money is sufficient for seeing him through a year abroad. 4. (as) the saying goes: used to introduce a particular phrase that people often say As an old English saying goes, “If you want to live and thrive, let a spider run alive!” As the saying goes, “There’s no smoke without fire.” 5. endeavor: vt. (fml) try; n. effort The multinational company always endeavors to deal with clients’ complaints as promptly as possible. She made every endeavor to help us. The climbing of Mount Qomolangma was an outstanding example of human endeavor. 6. do one’s homework: make preparations beforehand He had evidently done his homework and read his predecessor’s reports. He had done his homework before he delivered the speech. 7. go after: try hard to obtain; chase He went after a prize in the English speech contest. Are you planning to go after a position in this company? 8. rank: n. a position in the hierarchy of the armed force or society; v. be or put (in a certain class) He was at last promoted to the rank of Captain. People of all ranks are very attentive to this case. This town ranks high among New England beauty spots. 9. deadline: n. a time limit by which something must be done Tomorrow is the deadline for the students to hand in their term paper. For one reason or another, she missed the deadline for income tax to be handed in. 10. make a difference: change the situation or outlook; have an effect Speaking the language makes a lot of difference when you travel to another country. It doesn’t make the least difference to me what you are doing. 11. odds: n. (pl.) the probability that something will or will not happen The odds are that he will fail his exam. The odds are 10 to 1 that her horse will not win the race. 12. in the neighborhood of: about I am hoping to buy an apartment in the neighborhood of $12,000. He has an annual salary in the neighborhood of $500,000. 13. beyond anyone’s / one’s wildest dreams: more than anyone/ one can ever imagine Scientists have made an invention which is to change our lives beyond our wildest dreams. Ten years ago it was beyond my wildest dreams that I could afford a car. 14. sparkle: vi. shine in small flashes The diamond ring sparkled in the sunlight. The stone sparkles when properly cut.

Writing Skill Letters of Application The purpose of writing an application letter is: --to respond to job advertisements and vacancy announcements. -to get the employer to read your résumé and invite you for an interview. Approaches to show that your qualifications fit the employer’s requirements for the position may include: --Analyze the position description carefully and pick out key phrases. --Try to match your letter point by point to the requirements by emphasizing key parts of your résumé. The application consists of the following major parts: the heading, date line, inside address, salutation, body, complimentary closing, and signature line. Besides, there are several other elements (depending upon its content): --A subject line, announcing the purpose of the letter, precedes the salutation. --Any material enclosed with the letter is indicated by typing "Enclosure(s)," --Special notation such as "CONFIDENTIAL" (always capitalized) on the envelope.

An Example Dear Sir， In reply to your advertisement in today's newspaper regarding a vacancy in your office, I wish to apply for the position of senior clerk, which you have specified. I feel confident that I can meet your special requirements indicating that the candidate must have a high command of English, for I graduated from the English Language Department of _____ University three years ago. In addition to my study of English while in the University, I have worked for three years as a secretary in the firm of ABC Trading Co. Ltd. The main reason for changing my employment is to gain more experience with a superior trading company like yours. I believe that my education and experience will prove useful for work in your office. I am enclosing my personal history, certificate of graduation and letter of recommendation from the president of the University. I shall be obliged if you will give me a personal interview at your convenience.

Very truly yours, Teresa

Some Useful Expressions Beginnings 1) In reply to your advertisement in today’s (newspaper), I respectfully offer my services for the situation. 2) With reference to your advertisement in (newspaper) of May 2 for a clerk, I offer myself for the post. 3) Learning from Mr. S.P. Chen that you are looking for a sales manager, I should like to apply for the position. Introducing oneself 1) For the past three years, I have been in the office of the Brothers Trading Co., where I have been and still am an accountant. 2) I have been in the business for the last ten years, and worked as the superintendent in the personnel department. 3) I am 25 years of age, and have had two years’ experience in my present post, which I am leaving to better myself. About personal ability 1) Being well acquainted with office works, I could make myself generally useful, should there be any opportunity of your requiring my services. 2) I have been at the City Commercial College, where I have acquired knowledge of English, mathematics and elementary business practice. Reasons for leaving 1) My reason for leaving my present employment is that I am desirous of getting broader experience in trading. 2) I am desirous of leaving the employment in order to improve my position and have more responsibility. 3) Unfortunately I have had to leave my position, as my employers have been forced to liquidate their business due to the worldwide economic adversity. About salary 1) I should require a commencing salary of 9,600 dollars a month, plus 1% commission on all sales. 2) As regards salary, I leave it to you to decide after experience of my capacity. About enclosure 1) You will find enclosed an outline of my education and business training and copies of two letters of recommendation. 2) Enclosed please find a résumé and a photo. 3) Ending 4) I should be glad to have a personal interview and can furnish references if desired. 5) Should you think favorably of my application, please kindly grant me an interview.

Revision Exercises I. Useful Expressions 1. 模拟面试 mock interview 2. 采取进一步行动 follow up 3. 在某人手中，为某人所拥有 in one’s hands 4. 亲手送交的 hand-delivered 5. 可能的客户 prospective customers 6. 在我看来 as I see it 7. 俗话说 (as) the saying goes 8. 极有可能 the odds are good that 9. 一生中仅有一次的经历 a once-in-a-lifetime experience 10. 事先做好准备 do one’s homework 11. 努力争取，追求 go after 12. 交换场地 switch sides 13. 发扬长处 develop one’s strengths 14. 尝试 take/have a crack (at) 15. 奇迹中的奇迹 miracle of miracles 16. 实现你的目标 accomplish your goals 17. 改变现状或观点；产生影响 make a difference 18. 大约 in the neighborhood of 19. 做梦也想不到的 beyond one’s/anyone’s wildest dreams 20. 从…的观点来看 from one’s/the standpoint (of)

II. Compound dictation Minimum wage is the lowest hourly pay rate by law. In the United States, the federal minimum wage is five dollars and fifteen cents an hour. It has not changed since nineteen ninety- seven. And it does not include all jobs. For example, workers who receive money in the form of can be paid two dollars and thirteen cents an hour. Also, the federal rate may not some workers for small companies. State laws often set minimum pay in these cases. The Department of Labor says about two million workers earn the minimum wage or less. That is about three percent of all workers paid by the hour. Ohio and Kansas have lower minimum wages for some workers than under federal law. But sixteen of the fifty states and the of Columbia have minimum wages higher than the federal one. In California, Republican Governor Arnold Schwarzenegger has just what he says is a much-needed raise. California's minimum wage would rise one dollar, to seven dollars and seventy-five cents an hour, over the next year and a half. State passed a bill last year to add a dollar to the minimum wage. But Mister Schwarzenegger vetoed it because it would have also required yearly increases for . State governments led the way in the history of the minimum wage in America. Massachusetts passed a law for women and children in nineteen twelve. But in nineteen twenty-three, the Supreme Court found wage requirements for private employers unconstitutional. . In nineteen thirty-eight, however, the Fair Labor Standards Act established a federal minimum wage. At that time, it was twenty-five cents. . They say minimum wage laws reduce the number of jobs for unskilled workers and young people. Employers might not be happy with higher labor costs. . They say a minimum wage must be a “living wage.” That is, it must be enough for workers and their families to live on.

79 III. Reading in depth Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. about, applicant, consideration, developing, deadline, difference, endeavor, employer, experience, extremely, neighborhood, promote, prospective, seeking, standpoint As the saying goes, well begun is half done. It is ______important for a job ______to do his homework while ______employment. From my ______, whether or not one has well prepared clearly makes a ______in his chance of success. I have a friend who is earning somewhere in the ______of 100 thousand dollars a year in a large computer software company. He told me that according to his own ______, the decision makers who interview ______employees like people who are well prepared. Those who make no ______to learn as much about his future ______as possible don’t have much of chance of success.

IV. Translation: 1 The president said that the company would continue to _ (起主导作用) in China’s automobile industry. 2 They (被剥夺了) a normal childhood by the war. 3 (从这个角度看), the situation doesn’t seem so disappointing. 4 If this kind of foreign medicine (没有效果/不起作用), the old woman will pass away. 5 Some senior professors have asked to retire so as to (为…腾出位子/空间) the younger and more promising teachers. Key to Revision Exercises: II. Compound dictation Permitted, extra, tips, cover, District, proposed, lawmakers, inflation. It ruled that states could not interfere with pay agreements. Some economists and lawmakers argue that markets, and not the government, should set prices for labor. But labor activists warn that inflation has reduced the buying power of today’s minimum wage.

III. Reading in depth Extremely, applicant, seeking, standpoint, difference, neighborhood, experience, prospective, endeavor, employer

IV. Translation: 1. play a leading role 2. were deprived of 3. Looked at in this way 4. doesn’t work 5. make room for Unit 4 The Multicultural Society Objectives

80 Students will be able to: 38. Develop reading skills—grasp the main idea (diverse races and cultures constitute the main characteristic of America—dynamism, energy, aggressiveness, forward movement) and structure; 39. Develop writing skills—learn to develop ways to begin an essay; 40. Learn the language—master the key language points and grammatical structures in the text; 41. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment

We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 4, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 4 of Qinghua textbooks III&IV 2 periods 1. Ss’ understanding the main ideas in each part of 1. Presentation of the courseware of Text A and the text structure; the text; 2. Ss’ mastery of the key language points in the 2. Discussion: Why is America text; referred to as a nation of collage? (In multimedia room, big class) 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ further understanding of Text A; 2. Presentation of courseware for Ss 3. Ss’ summary of Text B: changes in the way we to understand some difficult eat, work and entertain. sentences in Text A; (In small class) 3. Discussion and summary: It is diverse races and cultures that constitute the main characteristic of America—dynamism, energy, aggressiveness, forward movement 2 periods 1. Developing writing skill; 1. Paragraph development: ways to 2. Developing reading skill of skimming & begin an essay; scanning for main idea and specific details. 2. Supplementary exercise for Ss to (In small class) practice skimming & scanning.

2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills.

Text A America as a Collage Ryzsard Kapuscinski

81 Cultural Background 1. About the Author—Ryzsard Kapuscinski Born in 1932 in eastern Poland, Ryszard Kapuscinski has spent most of the post World War II years reporting on war and revolution in Africa, the Middle East, and Latin America. He has written a trilogy ( 三 部 剧 ) on dictators that covers Haile Selassie I of Ethiopia, Idi Amin of Uganda, and the last Shah of Iran. Being away from the United States frequently and being acquainted with social, ethnic, and racial conflicts in many cultures has given Kapuscinski a broader perspective on the social pressures facing the United States in the future. In this essay, commissioned ( 被 委 任 ) by The New Perspectives Quarterly ( 季 刊 ), Kapuscinski finds the changing composition of the American melting pot not a source of social problems but a sign of positive future and of the continuing vitality (活力) of the democratic experiment represented by the people and the government of the United States.

2. Pluralism Although America's culture is becoming more uniform, its society remains a diverse mix of ethnic, racial, and religious groups. The United States is a pluralistic society, meaning it is composed of many nationalities, races, religions, and creeds. Some of the people who immigrated to America embraced the opportunity to leave old cultures behind and to remake themselves unencumbered ( 不 受 妨 碍 ) by past, traditions and loyalties. Others found that the liberties promised under the Bill of Rights allowed for distinctiveness rather than uniformity, and they have taken pride in preserving and celebrating their origins. Many Americans find that pluralism adds to the richness and strength of the nation’s culture.

3. Multiculturalism Multiculturalism is a concept with many meanings. But it often refers to acceptance of immigrant and minority groups as distinct communities, distinguishable from the majority population. Like bilingualism, multiculturalism provokes debate. Advocates of multiculturalism believe that members of minority groups should enjoy equal rights in American society without giving up their diverse ethnic cultures. Multicultural education programs, for instance, strive to teach the content of different cultures, to build tolerance of these cultures, and to eliminate discrimination (歧视). The hope is to enable students to understand how other cultures view the world. Multiculturalists reject the idea of a melting pot and assimilation (同化); they dismiss the idea that national identity must be based on a common heritage and values. Critics argue that multicultural education creates conflict among groups more than it fosters tolerance of one group for another. Cultural pluralism, critics contend, promotes rivalry (敌对) and divisions. Moreover, they assert, European traditions remain central to American culture and institutions (风俗). Some critics find multiculturalism a token ( 象征性的) gesture designed to hide continuing domination of American culture by the majority group. Others argue that recognition of cultural differences and group identities does not help address social and economic disadvantages.

4. A Nation of Immigration Although the United States has been shaped by successive waves of immigrants, Americans have often viewed immigration as a problem. Established Americans often look down on new

82 immigrants. The cultural habits of immigrants are frequently targets of criticism, especially when the new arrivals come from a different country than those in the established community. Despite such tensions, economic needs have always forced Americans to seek immigrants as laborers and settlers, and economic opportunities have beckoned foreigners. The vast majority of immigrants to the United States have come in search of jobs and the chance to create a better life for themselves and their families. In all of American history, less than 10 percent of immigrants have come for political or religious reasons. Economic immigrants from Europe, Asia, and Latin America have come to the United States voluntarily. Others, most notably African Americans, were involuntarily transported to North America to do forced labor or to be sold as slaves. Regardless of the reasons they come to the United States, new immigrants typically work in menial, labor-intensive, low-paying, and dangerous jobs — occupations that most other Americans shun ( 避 开 , 避 免 ). They are often treated with disdain (轻蔑) until they assimilate — that is, adopt the mainstream American culture established by earlier immigrants. Although immigrants are expected to absorb the beliefs and standards of the dominant society, most immigrant groups try to maintain their own cultural heritage, language, and religious practices. Some groups, such as the Huguenots (French Protestants), who immigrated during the colonial period, assimilated within one or two generations. Others, such as the German and Irish immigrants of the 19th century, still maintain some aspects of their traditional cultures. Traditionally the United States has been described as a melting pot, a place where the previous identities of each immigrant group are melted down to create an integrated, uniform society. Since the 1960s, many Americans have rejected the melting pot metaphor in favor of the image of the mosaic, a picture created by assembling many small stones or tiles. In a mosaic, each piece retains its own distinctive identity, while contributing to a larger design. Advocates of the mosaic metaphor assert that it better represents the diverse multicultural society of the United States. Today, many Americans value their immigrant heritage as an important part of their identity. More recent immigrant groups from Asia, such as Vietnamese Americans and Korean Americans, have established communities alongside those populated by the descendants of European immigrants, such as French Americans, German Americans, Irish Americans, and Italian Americans.

Classroom Activities

1. Presentation of American Collage 1) T explains to Ss the concept of a collage and shows Ss a sample of collage. 2) Ss carry out an individual assignment out of class. Each makes a collage out of newspaper clippings, magazine pictures, cartoons, his/her own drawings, etc. The collage should represent the United States as they each see it. 3) In class, Ss form groups to show each other their individual collages, and then explain why they chose certain images to represent the U.S. What is a collage? It is a form of art in which various materials such as photographs and pieces of paper or fabric are arranged and stuck to a backing or a composition made in this way. It also means a

83 combination or collection of various things.

Text Analysis

People tend to worship things printed in black and white. Yet we would like to cultivate in our students the ability to think critically. They should understand that not everything they read is true. At the same time they need to be able to, and they should be able to, justify their disbelief. Take Question 1 in the after-text Points for Discussion for example. Is Euro-centeredness really phasing out? The economic and political power still rests with the whites, not the Asian Americans, African Americans, Hispanics, or Native Americans. Has white mainstream America really given up on policing the world? The 9/11/2001 event was tragic and should not have happened, but it does show that there are groups strongly opposed to what they see as the interference of America and the West in affairs beyond their borders. Let's look at Questions 2. According to the author, Los Angeles is a symbol of the future. Yet he hadn't anticipated the Los Angeles riots of 1992. (The essay was written before they took place.) During the riots, African Americans attacked Asian Americans, especially Korean Americans. Can the Los Angeles of 1992 stand for racial harmony? Now Question 3. Many Westerners' idea of the non-Western world is dated. However, nowadays the non-western world, especially Asia, is developing at a rapid pace. People here have acquired quite a strong sense of time. A good case in point: if you observe the subway patrons in Hong Kong, Tokyo or Shanghai, they walk as fast as commuters in major cities in the West. In a word, our students must realize that there are always different perspectives.

Features of the Text Synonyms and Antonyms 1. The author stresses in different ways that the Pacific civilization is completely NEW in history. Find in Text A synonyms or synonymous expressions for “new”. for the first time since…(L.22) now is the first chance…(L.24) unprecedented (L.25) There is no previous example of…(L.32) completely unknown in the history (L.34) 2. Words or expressions in Text A which are synonyms for the following words 1) flourish be in decline 2) passiveness aggressiveness 3) single plural 4) emigrant immigrant 5) constructive distractive 6) discordant harmonious 3. Words or expressions in Text A which are antonyms for the following words 7) changing/flowing stagnant 8) encourage discourage 9) developed underdeveloped

84 10) subordinate dominate 11) separate fuse/merge 12) surface submerge

Language Study

1. in decline / on the decline: losing strength; declining He is still one of the world's most popular tennis players, but his game is in decline. As she was getting older, her mental powers were on the decline. 2. characteristic: special mark or quality Genes determine the characteristics of every living thing. A prominent characteristic of language is that the relation between a linguistic sign and its meaning is arbitrary. 3. historical: concerning past events; based on the study of history Is Macbeth a real historical figure? Museums collect objects of scientific, aesthetic, or historical importance. Many historical documents and photographs are preserved in the provincial archives in Nanjing. 4. have a / the sense that: feel / believe / realize that As soon as we had the sense that something was wrong, we moved the children away. We have the sense that one month's preparation is far from enough if we want to accomplish the project. 5. leave behind: cause (sth.) to remain; fail or forget to bring or take I am afraid we'll have to leave the dog behind at home. I arrived at the meeting to find I'd left my notes behind. 6. immigrant: a person who moves as a settler to another country Historically, the United States has attracted vast numbers of immigrants from around the globe. It was estimated that more than 11 out of every 20 New Yorkers were immigrants or the children of immigrants. 7. constructive: having a useful purpose; helpful Criticism is welcome only when it is constructive criticism. After their meeting, both sides described the talks as frank, friendly and constructive. 8. show up: put in an appearance; be present If I don't show up for class this morning, I'll be kicked out. He always shows up in a fancy car. 9. in the ... sense: as far as ... is concerned In the academic sense, this article is not well written. In the environmental sense, your plan to build a chemical factory is a disaster, whatever the economic benefits may seem to be. 10. from the perspective of: from the viewpoint of From the perspective of women, the article is well worth reading. The novel Harry Potter is written from the perspective of a child.

85 11. essential: fundamental; most important; necessary (followed by to/for sth.) Most teachers agree that play is an essential part of a child's development. This alliance is essential for the stability of Europe. Is money essential to happiness? It is essential that you arrive on time.

Revision Exercises I. Useful Expressions 1. 衰落的国家 a nation in decline 2. 兴衰 rise and fall 3. 列强 Great Powers 4. 重蹈历史覆辙 follow historical precedent 5. 我有种感觉… I have a sense that… 6. 与…相融合 fuse/merge with 7. 前所未有的 unprecedented 8. 文化多元化 cultural pluralism 9. 普遍趋势 general trend 10. 高科技园 high-technology park 11. 环太平洋文化 the Pacific Rim civilization 12. 时间观念 a conception of time 13. 停滞不前的社会 a stagnant/paralyzed society 14. 露面 show up 15. 共同的目标 a common aim 16. 从…角度 from the perspective of 17. 融洽的合作 a harmonious cooperation 18. 生活水准 a living standard 19. 主要特征 a(n) main/essential characteristic 20. 不同种族和文化 diverse races and cultures

II. Reading in Depth Stirring up the Melting Pot American universities exactly reflect the notion of American society as a “melting pot”. People of different colors, races and religions come to the US to study together. But ____1____ the diversity can lead to problems. Being insensitive to the taboos of another country, race or religion may seem rude. So, for example, some US universities have resorted to using a “diversity dictionary” to encourage ___2____ among students. The diversity dictionary was ___3___ in part by the University of Maryland as a way to try to increase awareness of ___4____ ideas, perspectives and lifestyles on campuses. Many students may be ___5___ with the terms “gender equality” or “racial ___6___”, but they may never have sat next to a feminist in class, or ___7___ a dorm room with a homosexual, or ___8___ in a group project with someone from a different religion. Universities hope that diversity campaigns will equip students with enough understanding that they won’t fear these things.

86 However, as one student wrote in the Cornell Daily Sun newspaper, truly ___9___ and understanding diversity is far easier said than done. “ So much diversity in one university is a phrase that follows every Cornell student ___10___ their time on campus,” wrote columnist Megan Sweeney.” Many times we say we’re attempting to understand our world, but we need to stop when the lesson begins to hit a nerve.” April 11,2007, 21st Century Supplement taboo 禁忌 feminist 女权主义者 homosexual 同性恋

A. endeavor B. shared C. harmony D. throughout E. sensitivity F. performing G. effect H. occasionally I. created J. participated K. frankly L. familiar M. available N. alternative O. appreciating

III. Translation 1. Workers are paid twice the normal wages when they work on weekends. ______（至于国定假日），they get triple pay. 2. Obviously, the reporter’s question ______（令外交部长始料未 及） 3. ______(十分遗憾), we will not be able to attend your lecture. 4. ______(团结对…是极其重要的) the efficient operation of an organization. 5. By the 1990’s, the notion that a car would “talk” to its driver ______(成为现实). 6. We don’t ______(认为有可能扭转/开倒车) the clock of history. 7. ______(通过运用卫星辅助的全球定位系统 ), a computer in the automobile will locate the vehicle’s precise position. 8. She had been ill for a week and missed a lot of lectures, but she would ______(补上失去的时间和功课). 9. As with anything else, it is important to ______(演讲前做好充 分的准备). 10. In order to ______(赶工期/限期), we worked 48 hours without any sleep and finally made it. 11. ______(在我看来), we should not judge people only by appearance, because clothes don’t always ______(反映出一个人的个性).

Key to Reading in Depth HEINL CBJOD 1. H-occasionally 2. E-sensitivity 3. I-created 4.N-alternative 5. L-familiar 6. C-harmony 7. B-shared 8. J-participated 9. O-appreciating 10 D-throughout Key to Translation 1) In the case of national holiday 2) caught the foreign minister off guard 3) Much to our regret 4) Unity is crucial to

87 5) became a reality 6) consider it possible to set back 7) By using the satellite-aided GPS 8) make up for the lost time and lessons. 9) do your homework before making a speech/presentation 10) meet the deadline 11) As I see it/From my standpoint/In my opinion, reflect someone’s personality

Unit 5 Cruelty Objectives Students will be able to: 42. Develop reading skills—grasp the main idea (Edward Burton, who appeared kind and gentle turned out to be cold-blooded enough to send a friend to certain death.) and structure; learn to predict the plot by asking some “wh” questions. 43. Develop writing skills—learn to give an impressive conclusion to an essay; 44. Learn the language—master the key language points and grammatical structures in the text; 45. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment

We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 4, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 4 of Qinghua textbooks III&IV 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’s discussion on related topics so as to lead to 2. Presentation of the courseware of the text; the text; 3. Ss’ understanding the main ideas in each part of 3. Brainstorming activity: think out Text A and the text structure; as much adjective as possible to (In multimedia room, small class) describe your friend; 4. leading questions and ranking activity 2 periods 1. Ss’ mastery of the key language points in the 1. Presentation of courseware for Ss text; to understand some difficult sentences in Text A; (In big class) 2. Questions and answers

2 periods 1.Ss’ further understanding of Text A; 1. Applying writing strategies of 2. Developing writing skill; how to conclude an essay; 2. Supplementary exercises 2. Supplementary exercise for Ss to (In small class) practice listening and reading in-

88 depth. 2 periods 2 after-class-periods of students’ autonomous 1. Review what has been learned in learning in the Self-Access Center class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills.

Text A A Friend in Need Maugham, W. Somerset Cultural Background 1. Maugham, William Somerset (1874-1965): English author, whose novels and short stories are characterized by great narrative facility, simplicity of style, and a disillusioned and ironic point of view. Maugham was born in Paris and studied medicine at the University of Heidelberg and at Saint Thomas's Hospital, London. His partially autobiographical novel Of Human Bondage (1915) is generally acknowledged as his masterpiece and is one of the best realistic English novels of the early 20th century. The Moon and Sixpence (1919) is a story of the conflict between the artist and conventional society, based on the life of the French painter Paul Gauguin; other novels are The Painted Veil (1925), Cakes and Ale (1930), Christmas Holiday (1939), The Hour Before the Dawn (1942), The Razor's Edge (1944), and Cataline: A Romance (1948). Among the collections of his short stories are The Trembling of a Leaf (1921), which includes “Miss Thompson,” later dramatized as Rain; Ashenden: or The British Agent (1928); First Person Singular (1931); Ah King (1933); and Quartet (1948). He also wrote satiric comedies — The Circle (1921) and Our Betters (1923) — the melodrama East of Suez (1922), essays, and two autobiographies.

2. Kobe City （神户） (1990 pop. 1,477,410), capital of Hyogo（兵库） prefecture（辖区）, Honshu（本州）, Japan, on Osaka（大阪） Bay. One of the leading Japanese ports, it is also a major industrial center and railway hub. It is part of a transportation network, which includes express trains and highways, that links it to Osaka, Kyoto, and Nagoya(名古屋）. It has shipbuilding yards, vehicle factories, iron and steel mills, sugar refineries, and chemical, rubber, and food-processing plants. A cultural center, Kobe has several colleges and universities and many temples and shrines. Since 1878 the city has included Hyogo (formerly Hiogo), an ancient port that was prominent during the Ashikaga period (14th-16th cent.) and regained importance after it was reopened to foreign trade in 1868. Kobe was heavily bombed during World War II but was rebuilt and enlarged, with much commercial building taking place on landfill in Osaka Bay. In Jan., 1995, Kobe suffered a devastating earthquake that killed more than 6,000 people. Much of the port was destroyed; total damages were estimated at over $100 billion.

3. Bridge It’s a card game derived from whist, played with 52 cards by four players in two partnerships.

89 Bridge probably originated in the Middle East in the 19th century. The cards in contract bridge rank from ace down to two; in bidding, suits rank spades, hearts, diamonds, and clubs. After all cards are dealt, so that each player holds 13 cards, the dealer begins the auction, which proceeds in rotation to the left. Each player must bid, pass, double (increase the value of the previously stated contract), or redouble (only after a double, further increasing the point value of the contract). A bid is an offer to win a stated number (over six) of tricks with a named suit as trump or with no trump. The lowest bid is one, the highest seven. The object of the game for both partnerships is to win as many tricks as possible, a trick being the three cards played in rotation after the lead. Suits must be followed, but a player who has no cards in the suit led may play any card. Highest trump or, if no trump card is played, highest card of the suit led wins. Points are awarded for the number of tricks won. Numerous conventions --generally accepted forms of bidding -- are used in bridge, but the four standard ones are Blackwood, Gerber, Stayman, and grand-slam force.

4. Cocktail This is a kind of short mixed drink originating in the United States and served as an appetizer. It generally has a basis of gin, whisky, rum, or brandy combined with vermouth（苦艾酒） or fruit juices and often flavored with bitters or grenadine（糖浆）. It is blended by stirring or shaking in a vessel containing cracked ice. The term is also applied to nonalcoholic beverages served as appetizers, e.g., tomato juice cocktail, and also to mixed, cut-up fruits and to shellfish and oysters served with a sharp sauce.

Classroom Activities 1. Brainstorming activity: Ss are required to think out as much adjective as possible to describe your friend; Descriptions can be divided into several groups, such as: how to describe a close friend/ an evil friend/ an unfamiliar friend, etc. 2. Ranking activity: 1) T asks Ss at random what they think are the determining forces in shaping human nature (e.g., genes, family, parenting, schooling, peers, socioeconomic factors). 2) T chooses five or six determining forces, and then writes them down on the blackboard. 3) Ss form groups to rank these forces in descending order of importance. They must also explain why. 4) A few Ss groups report to the class. 3. Topic discussion: Why do some people tend to be heartless and cruel? Were they born that way or did circumstances harden them?

Text Analysis

Make predictions of plot development Maugham, the famous British short story writer, shows us how powerful contrast is in delineating a person’s character. Upon first seeing the title, readers may think: “Oh, no. Another story about how people helped their friend in need!” However, when they finish reading it, readers will find it is an entirely

90 different story. Those who appear to be friendly may turn out to be so evil-minded as to be ready to strike a cruel blow at a friend in need. Almost the entire Part II is devoted to the description of Edward Burton’s kindly appearance and pleasant manners. Neither the “T” in the story nor readers could imagine him hurting a fly. Yet in Part III Burton recounts cold-bloodedly how he destroyed a human life. Part I and Part II are narrated by “T”, who offers his subjective opinion of Burton’s character. Yet in Part III Burton himself takes over the narration to tell what happened between him and a friend in trouble. He sounds cool and objective; just because of this he is shown to be so vicious and so cold-blooded. When contrasts abound, it is hard for readers to easily predict what will happen next.

Language Study

1. for sb.’s (own) part / the part of: as far as sb. is concerned For my part I prefer living in the country. Some young students, for their part, can stay up late playing computer games. 2. definite: clear; that can’t be doubted I was wandering round the shop with no very definite aim. Doctors have found a definite link between smoking and lung cancer. 3. (all) of a piece: the same in all parts; the same as sth. else The style of the book is all of a piece, in both illustrations and text. The essays he completed in the latter part of his life are of a piece with his earlier work. The testimony was all of a piece with the professor’s version of events. 4. in accordance with: in agreement or harmony with Students will be criticized or punished if their behavior is not in accordance with school regulations. Some young people are self-centered, which is not in accordance with Chinese traditional values. 5. something of: to some degree It’s something of a disadvantage nowadays if you can’t use a computer. They haven’t got a loan from the bank, which is something of disappointment. 6. instinct: a tendency that one is born with to behave in a certain way without reasoning or training It is the mother’s instinct to protect her children. He always knew what time it was, as if by instinct. I knew by instinct that he had come to deliver bad news. 7. in a way: to a certain extent but not entirely I agree with you in a way, but there are still some areas on which I can’t see eye to eye with you. It’s easier for men to get work in a way. 8. with (a) bad / good grace: unwillingly and rudely/willingly and happily After I talked to him for an hour, he admitted his mistake with bad grace. My mentor accepted my invitation to dinner with good grace. 9. go broke: have no money; go bankrupt

91 Many multinational companies went broke during the financial crisis, not to speak of small businesses. He invested all his money in stocks; unfortunately he made one wrong choice after another and finally went broke. 10. current: continuous flow of water or air in a particular direction Swimming against the current is energy-consuming. Under normal conditions, the ocean currents of the tropical Pacific travel from east to west. I felt a current of cool air blowing in my face. a. of the present time; happening now The current situation in this area is quite different from that in the 1990s. He doesn’t like the current job, and is planning to quit it. 11. be taken aback: be shocked or surprised She was taken aback when a man answered the phone. I was taken aback when I found my computer was gone. 12. in bad / good condition: in bad / good health He is in good condition again after a long holiday. In spite of the surgery he is still in bad condition. 13. vacancy: unfilled position or post The company has a vacancy in the accounts department. He didn’t want to fill the short-term vacancy in the office. The college has no vacancies for professors.

Revision Exercises I. Useful Expressions 1.耸耸肩 shrug one’s shoulders 2.自大 great vanity 3.让某人大吃一惊 give sb. a great surprise 4.听某人亲口讲述 from one’s own lips 5.衣着整洁素雅 be neatly and quietly dressed 6.合乎某人的年龄和身份 in accordance with one’s age and station 7.玩桥牌 play bridge 8.和睦恩爱的一家人 a united and affectionate family 9.年轻时 in one’s youth 10. 点头致意 nod a greeting 11.对…有一种本能 have an instinct about … 12.两颊白里透红 pink-and-white cheeks 13.和善地咯咯一笑 give a kindly chuckle 14.一文不名 go broke 15.穷困潦倒 be down and out 16.自杀 commit suicide 17.由于 on account of 18.吃一惊 be taken aback 19.身体状况不好/好 in bad/good condition 20.祝某人好运 wish sb. good luck

92 21.对付不了 more than one can manage

II. Spot Dictation Listen to the passage from the movie “You’ve Got Mail” and fill in the blanks. Dear Friend, I like to start my to you as if we are already in the middle of a conversation. I pretend that we are the oldest and dearest friends what we actually are--people who don’t know each other’s names and met in a chat room where we both we’ve never been before. What will NY152 say today I wonder. I turn on my computer. I wait as it connects. I go online and my catches in my chest until I hear three little words, “You’ve got mail.” I hear nothing, not even a on the streets of New York, just the of my own heart. I have , from you.

III. Reading in Depth advertised, announced, snowballed, due, supposed, led, whether, if, lucrative, personal, personnel, actually, especially, particular, launched Have you ever wondered what your old school-mates are doing now? Plenty of people in Britain do. One of the most successful internet ventures in Britain has shown how popular, and how ______can be. The website Friends Reunited was started for fun in 1999 by a couple who were interested to know what their old school friends were doing. The project ______and by 2005, the site had 12 million members. One extraordinary fact is that Friends Reunited has never ______, its success is entirely ______to word-of-mouth. You can search for a school, college or university and find a list of the members who were there in any year. You can also post a ______profile showing what you are doing now, and read other people’s details. Friends Reunited has ______to many successful school reunions, and people meeting up with each other after many years. In ______, many people use the site to look up their childhood sweethearts and many couples have ______rekindled relationships after contacting each other through the site. There have even been Friends Reunited weddings and babies, and Friends Reunited now has a new site called Friends Reunited Dating especially for people who are looking for love. The company has also ______other sites, such as Genes Reunited, which helps people to find long- lost relatives and build their family trees online. So, ______you want to be nosy, contact old friends, organize a school reunion, find your first love, or simply show off your success, Friends Reunited is the site to visit.

IV. Translation 1.______(由于趣味不同), your design do not suit this market. 2. The salesman said the car was______(性能良好), and I was foolish enough to fall for it. 3. Now I see what the trouble is. ______(就受害人而言)that's much too serious. 4. When we went shopping in L-Mark, ______（碰巧所有商品打折）. 5. I should never believe in the story, ______(除非我听到他亲口说)

Key to Spot Dictation：

93 notes; as opposed to; claim; impatiently; breath; sound; beat; mail.

Key to Read in Depth: lucrative, snowballed, advertised, due, personal, led, particular, actually, launched, whether

Key to Translation 1. On account of difference in taste 2. in good condition 3. As for / for the part of the victims 4. it happened that all the products were on discount 5. unless I hear from his own lips

Unit 6 The Pace of Life Objectives Students will be able to: 46. Develop reading skills—grasp the main idea and structure of the text; 47. Develop writing skills—learn to distinguish supporting facts from opinions, and to use both in their own writings; 48. Learn the language—master the key language points and grammatical structures in the text; 49. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 2, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 5 of Qinghua textbooks Ⅲ&Ⅳ 2 periods 1. Ss’ understanding the main ideas in each part of 1. Presentation of the courseware of Text A and the text structure; the text; 2. Ss’ mastery of the key language points in the 2. Discussion text; --- What might be the acute / (In multimedia room, big class) major problems facing people today? ---Compared with people’s life in ancient times, what have new technology, the information explosion and rising economy really brought to us? 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ further understanding of Text A; 2. Presentation of courseware for Ss 3. Exercises of Text A. to understand some difficult (In small class) sentences in Text A; 2 periods 1. Reviewing of Text A 1. Ss scan the text, circle all phrases

94 2. Ss’ comprehension of Text B containing a hyphen, and then 3. Developing reading skill--- word formation. explain their meanings and how they (In small class) are formed; 2. Supplementary exercise for Ss to make words with the following prefixes or patterns. 2 periods 2 after-class-periods of students’ autonomous 1. Reviewing what has been learned learning in the Self-Access Center in class with learning resources; 2. Makeing up for what Ss believe as their weak points in the four skills; 3. Reinforcing Ss listening skills.

Text A Old Father Time Becomes A Terror Richard Tomkins Cultural Background 1. the author: Richard Tomkins consumer industries editor of the Financial Times, where he has been a member of the editorial staff since 1983. He is currently based at the company’s London headquarters, where he leads a team of journalists covering the consumer goods sector and writes about consumer trends. Tomkins was born in Walsall, England, in 1952. His formal education ended at the age of seventeen. Before becoming a journalist, he was a casual laborer, a factory worker, a truck driver, a restaurant cashier, a civil servant, and an assistant private secretary to a government minister. He left government service in 1978 to hitchhike around the world, and on returning to the U.K. in 1979, joined a local newspaper as a trainee reporter. He joined the Financial Times as a sub-editor four years later. In this selection, he discusses the time squeeze that many people are experiencing and offers a way of combating the problem.

2.Stress in the workplace It seems that more and more the most common complaint from the American worker is that he or she is under a large amount of work related stress. This is no surprise as surveys show that companies expect each worker to do more with less and work longer doing it! With our fast paced world everyone wants something done instantly. We eat at fast food restaurants, we often stop at corner convenience stores, we carry beepers and cellular phones to stay in touch, we ship overnight, we all have deadlines and everyone is always in a rush… It is no wonder that health problems among the American workers are on the increase. Stress has been shown to be one of the leading causes of health problems and under high stress conditions for an extended period of time stress can result in serious health problems and even premature death in an individual! While a certain amount of stress is good for a person and builds character, extended stress not only causes health problems but reduced work performance in an individual. Everyone’s job has periods of high stress as would be expected. However, extended periods of stress cause burnout in an individual. As the stress continues that individual performs his job less efficiently and mistakes

95 begin to be made. Stress associated with extended hours of working complicates the problem even further when those extended hours cuts into a person’s rest and relaxation time. Stress can even cause an employee to quit their job despite the money that they are making! The problem of stress is not likely to go away. As the pace of change continues to increase, the demands upon us will also increase. We will have to make more decisions and faster; have to learn new skills, adapt to new situations, and cope with new threats. As a result we will find ourselves becoming more tired, making more mistakes, becoming more hostile, more anxious, more depressed, suffering more ill-health and having more accidents. If we are to survive in an ever-accelerating world, it is imperative that we learn to cope with the increasing pressures of change. If we do not, it is more than probable that we will find ourselves sucked into a downward spiral, desperately trying to manage in an increasingly unmanageable world. Breakdowns and burnouts will become the norm. And society will head yet faster towards its own collapse.

Classroom Activities 1. Group discussion 1. What do you think keep people in some countries so busy? 2. What might be the acute / major problems facing people today? 3. Compared with people’s life in ancient times, what have new technology, the information explosion and rising economy really brought to us?

2. A questionnaire

3. Find some more supporting facts of the unfavorable effects technology has had on our lives.

Text Analysis

In many ways, the style of this piece is typical of a certain variety of journalism. It is, clearly not a news story, but nonetheless belongs within the pages of a newspaper. Such writing finds its home in the editorial or comment' section where journalists and others .contribute regular or occasional columns reflecting on topical issues. Unlike news stories where reporters are expected to confine themselves to the facts, such columns are intended to give free range to the expression of personal opinion. At the same time, particularly in the more serious papers (and the paper from which this comes, the Financial Times, certainly belongs to this category) the writer is expected to display his familiarity with the complexity of the problem under discussion. This is frequently achieved by employing concession. Thus, here the writer, having outlined the problem of the pressure of time, goes on to concede that not everybody is affected to the same extent. He then details the differences that exist before returning to his more general point and concluding with his solution, another characteristic ingredient of such editorial articles. His general conclusion is hardly new, having been advice offered by philosophers for as far back as one cares to go, but gains novelty set against the context of recent technological developments. Although not a news story, the article nevertheless shares with newspaper reporting in general a taste for seeking support from the use of direct quotations from a number of different people. These quotations are provided together with the name of the person and background information

96 on them. These details add human interest and support the argument by reference to the utterances of someone who would appear to be in a position to know. As the quotations record spoken rather than written English, the tone of language is often colloquial. The frequent peppering of an article with this type of direct quotation stands in contrast to what is usual in a more purely academic essay.

Language Study

I. Useful Expressions 1. 吞噬 eat into 2. 困于交通堵塞 stuck in traffic jams 3. 越洋购物旅行 the transatlantic shopping expedition 4. 在大多数情况下 in most cases 5. 使…摆脱 free sb. from 6.个人的穿着打扮 personal grooming 7.处理软件故障 fix software glitches 8.除去技术发展 technology apart 9.信息爆炸 the information explosion 10.从世界各个角落 from every corner of the world 11.在整个世界学术界 in the whole world of scholarship 12.在…的推动下 driven on by 13.适用于 apply to 14.预测小组 forecasting group 15.分配不均匀 be unevenly distributed 16.抚养子女 nurture offspring 17.做有报酬的工作 take paying jobs 18.家务杂活 household chores 19.越做越大的市场 a growth market 20.家政服务 concierge services 21.更充分地利用 make better use of 22.工业革命 industrial revolution 23.注定 be doomed to

Ⅱ.Important Language Points 1. eat into: gradually reduce the amount of (sth. valuable); damage or destroy

All these car expenses are eating into our savings. Responsibilities at home and work eat into his time. Acid eats into the metal, damaging its surface. 2. in reality: in actual fact; really

Some famous private schools are theoretically open to the public, but in reality are attended by those who can afford the fees. He is much smaller in reality than he looks on the television. 3. multiply: increase in number or quantity; add a number to itself a particular number of

97 times

The weeds just multiplied, and before long the garden was a jungle. Multiplying large quantities in one's head has become a lost art since the arrival of the calculator. 4. amount to: be equal to; add up to

In 1959 the combined value of U.S. imports and exports amounted to less than 9 percent of the country's gross domestic product. The tuition fee amounts to ten thousand yuan. 5. minute: very small in size or amount

Only a minute amount of money is needed. Studies show that water contains minute quantities of lead. 6. stress: pressure or worry resulting from mental or physical distress, difficult circumstances, etc. (followed by on)

There is enough evidence to suggest that job stress may increase a man's risk of dying from heart disease. Population growth and pollution place enormous stress on the world's supply of usable water. vt. put stress, pressure, or strain on A person who is stressed typically has anxious thoughts and difficulty concentrating or remembering. I must stress that what I say is confidential. 7. oblige: do sth. for (sb.) as a favor or small service (used in the pattern: oblige (sb.) (with sth./by doing sth.))

We are happy to oblige. Please oblige me by leaving me alone. 8. perception: way of seeing or understanding sth.; ability to notice and understand things

Aesthetics is a branch of philosophy concerned with the essence and perception of beauty and ugliness. Our teachers also taught us how to increase the powers of perception. 9. nurture: care for and educate (a child); encourage the growth of (sth.); nourish

Parents want to know the best way to nurture and raise their child to adulthood. With one year's observation the biologists have found how dolphins socialize, breed, nurture their young and how they communicate. The local government has taken measures to nurture the state-run factories. 10. provoke: cause (sth.) to occur or arouse (a feeling, etc.)

People's concern over genetically modified food has provoked a global debate that shows no sign of ending soon. They argued that NATO enlargement could provoke Russian hostility and lead to regional instability. 11. spring up: appear, develop, grow, etc. quickly or suddenly

98 New professional training schools sprang up all over the country. Fast food restaurants are springing up all over the city. A strong wind seemed to have sprung up from nowhere. 12. arise: appear; become evident

Challenging ethical issues have arisen in science and medicine. Some birds attack crops when the opportunity arises. A financial crisis has arisen in the multinational corporation. 13. be doomed to: (sth.) be certain to happen, and you can do nothing to prevent it (used in the patterns: be doomed to sth.; be doomed to do sth.)

Their plan seemed to be doomed to failure. He thought that he was doomed to spend the rest of his life in a wheelchair.

Word Formation 1. Scan the text, circle all phrases containing a hyphen, and then explain their meanings and how they are formed. 1) ever-increasing quantities of time (Para. 1) 2) horse-drawn carriage (Para. 3) 3) time-consuming journeys (Para. 4) 4) the laptop-on-the-beach syndrome (Para. 6) 5) feel time-pressed (Para. 7) 6) ever-larger quantities of goods and services (Para. 11) 7) be time-starved (Para. 12) 8) the London-based Henley Center (Para. 14) 9) be self-imposed (Para. 14) 10) hour-by-hour logs (Para. 15) 11) the mid-1960s (Para. 16) 12) empty-nesters (Para. 17) 13) pre-school children (Para. 17) 14) on-line retailers (Para. 21) 15) work-life debate (Para. 22) 16) long-hours culture (Para. 22) 17) family-friendly working policies (Para. 22) 18) the cell-phone (Para. 28)

2. Make words with the following prefixes or patterns. 1) ever-

2) self-

3) pre-

4) 4) adj. + n. + -ed

5) adv. + v. + -ed

99 Unit 7 Terrorism Objectives Students will be able to: 50. Develop reading skills—grasp the main idea of the text (the aftereffects of the terrorist crimes of September 11 on people, especially their unconscious); 51. Develop writing skills—appreciate the characteristics of a familiar essay; 52. Learn the language—master the key language points and grammatical structures in the text; 53. Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment We devote 8 teaching periods (plus 2 periods after-class of students’ autonomous learning in the Self-Access Center) to cover Unit 2, which include: Time What Is to Be Done Tasks / Activities 2 periods 1. Listening and Speaking Course in the SAC; Ss’ autonomous learning with Units 2. Revision Exx. of Unit 6 of Qinghua textbooksⅢ&Ⅳ 2 periods 1. Ss’ understanding the main ideas in each part of 1. Presentation of the courseware of Text A; the text; 2. Comprehension questions and answer of each 2. Discussion: List the possible part; causes, targets, forms of the 3. Appreciation of the characteristics of a familiar Terrorism. essay. (In multimedia room, big class) 2 periods 1. Ss presentation: topics of their own interests; 1. 3 Ss making prepared speeches; 2. Ss’ mastery of the key language points in the 2. Presentation of courseware for Ss text; to understand some difficult 3. Ss’ further understanding of Text A; sentences in Text A; (In small class) 2 periods 1. Exercises of Text A; 1. Sentence completion exercises 2. Ss’ comprehension of Text B; (In small class)

2 periods 2 after-class-periods of students’ autonomous 1. Reviewing what has been learned learning in the Self-Access Center in class with learning resources; 2. Makeing up for what Ss believe as their weak points in the four skills; 3. Reinforcing Ss listening skills.

Text A The Nightmare and The Dreams

100 ——How has Sept. 11 affected our national unconscious? Peqqy Noonan Cultural Background 1. Terrorism: use of violence, or the threat of violence, to create a climate of fear in a given population. Terrorist violence targets ethnic or religious groups, governments, political parties, corporations, and media enterprises. Organizations that engage in acts of terror are usually small in size and limited in resources compared to the populations and institutions they oppose. Through publicity and fear generated by their violence, they seek to magnify their influence and power to affect political change on either a local or an international scale.

2. September 11 Attacks: coordinated terrorist strike on the United States in 2001 that killed more than 3,000 people and shook the nation to its core. On the sunny morning of September 11, 2001, 19 terrorists, working in teams of 4 or 5, hijacked four commercial jetliners and turned them toward targets chosen for destruction. Two of the planes, loaded with fuel and passengers, were flown at full speed into the twin towers of the World Trade Center in the financial district of New York City. The buildings burst into flame and then collapsed, killing thousands. A third terrorist crew smashed their plane into the Pentagon, headquarters of the U.S. military in Arlington, Virginia. The hijackers of the fourth airliner apparently intended to hit another target in the Washington, D.C., area, but passengers on the plane realized what was happening and fought back. This airplane crashed in a field in rural Pennsylvania. Almost immediately after the September 11 attacks, suspicion centered on Osama bin Laden as the person responsible. As the leader of a terrorist organization known as al-Qaeda, Arabic for “the camp”, bin Laden had long advocated violence against the United States and its citizens. “To kill Americans and their allies—civilians and military—is an individual duty for every Muslim who can do it in any country in which it is possible to do it,” bin Laden declared in a published communiqué in 1998. As a heir to much of his father’s fortune, bin Laden had access to hundreds of millions of dollars, and he had used the money to build an international terrorist attacks on U.S. interests: a bomb in an underground World Trade Center parking garage in 1993 (the first attempt to destroy the twin towers) that killed 6 people; an attack on a U.S. military housing complex in Saudi Arabia in 1996 in which 19 U.S. soldiers were killed; the bombings of U.S. embassies in Kenya and Tanzania in 1998 that killed more than 200 people; and a suicide attack on the USS Cole, a Navy destroyer, off the coast of Yemen in the fall of 2000, that killed 17 U.S. sailors. Federal, local and state government agencies in the United States found themselves suddenly redefining national security to include the defense of U.S. soil against foreign attack, a new and unfamiliar idea. In a speech before a joint session of Congress nine days after the September 11 attacks, U.S. president George W. Bush said he was creating a new cabinet-level position, the Office of Homeland Security. The new department was to coordinate the work of more than 40 federal agencies, including the Department of Defense and the Central Intelligence Agency (CIA), in order to prevent and respond to future terrorist attacks on U.S. territory. In the same speech to Congress, Bush suggested that the top priority of his administration would be a campaign to end terrorism. He affirmed that all the evidence collected at that point

101 indicated that al-Qaeda was the organization responsible for the September 11 attacks, and he promised that a U.S.-led war on terrorism would begin with a drive to eliminate that organization. But in a key expansion of U.S. antiterrorism efforts, Bush said the United States would not only target the terrorist organizations themselves, but also those governments that support them. “Every nation in every region now has a decision to make,” Bush said. “Either you are with us or you are with the terrorists. From this day forward, any nation that continue to harbor or support terrorism will be regarded by the United States as a hostile regime.”

Classroom Activities 1. Brainstorming • How much do you know about the September 11 Attacks?

2. Group discussion • Discuss and list the possible causes, targets, forms of the Terrorism.

Text Analysis

Characteristics of the familiar essay: 1. Marked by informality: the familiar essay is a short literary composition of reflective, interpretive kind; usually dealing with its subject from a limited, personal point of view in a nontechnical, often unsystematic way. All this determines its style: informal, colloquial, very often conversational. (Text A begins with a paragraph telling how "I felt hot all yesterday".)

2. Using concrete, often subtle details to convey abstract ideas and inmost feelings. (In Text A, careful selection of incidents to show people's changes in attitude, behavior, mental state, etc. For example, how an African American and the author greeted each. other in a friendly way, how her friend turned away when answering questions about the "9/11" event.)

3. Searching for meaning: the purpose of the familiar essay is usually a search for meaning in the everyday context. (e.g. in Text A, why were so many people wearing I.D. tags? why was there a baby boom?) The way to dig out the true meaning of something includes: to give facts that illuminate and illustrate; to analyze cause and effect; to examine history and possibility; to consider what others have said about it.

4. Use of figurative language: metaphor, simile; symbols; imagery; metonymy (using part of something to refer to the whole), etc. (In Text A, "we feel as if we were faxed" — simile; the Brooklyn Bridge as a symbol of beauty, freedom and technological wonder)

5. The role of audience: through movement from concrete to abstract and back again, the familiar essay often gets the reader involved in interpreting matters. A good familiar essay may create in the reader an empathetic attitude to what's happening, making him / her a partaker rather than just an onlooker of the events described.

102 6. no set structure: but will move from the abstract to the concrete and back again.

Language Study

I. Useful Expressions 1. 反思 reflect on 2. 可怕的事件 terrible event 3. 国民的潜意识 national unconscious 4. 完全清醒 be fully awake 5. 市区景观 landscape of downtown 6. 世界工程技术奇迹 engineering wonder of the world 7. 曼哈顿日出 Manhattan at sunrise 8. 以税收的形式 in the form of taxes 9. 大桥的入口 entrance to the bridge 10. 目光对视 make eye contact 11. 无缘无故 for no reason at all 12. 与…作斗争 contend with 13. 将…视为范例 hold up 14. 未来新娘 a would-be bride 15. 勉强接受 settle for 16. (影片)上映、公开 come out 17. 突然 all of sudden 18. 一个接一个回答 answer one after another 19. 一位体面的公民 a solid citizen 20. 融入 be integrated into 21. 生育高峰期 baby boom 22. 统计数字 statistical evidence 23. 复制…作为备份 back up 24. 稀奇古怪的梦 extraordinary dream 25. 编排 weave … into

Ⅱ.Important Language Points 1. span: extend across in space or time

Travelers will be able to walk across a footbridge that spans the Huangpu River by 2010. The film, spanning almost a quarter-century, tells the story of the Kennedy family. 2. for nothing: without payment, free; with no reward or result

I know the cyber bar manager so I always get in for nothing. All that hard work for nothing! 3. hold up: put (sb. / sth.) forward as an example, show

This school is being held up as a model for other middle schools in the city. My sister was always held up to me as a model child. 4. settle for: accept (sth. that is seen as not quite satisfactory)

I would like a job in banking, but jobs are so scarce at the moment I would settle for

103 anything. Virginia was a perfectionist. She was just not prepared to settle for anything mediocre. 5. come out: be produced or published; become known, be revealed

The dictionary has just come out on CD-ROM. My daughter bought F4's new album on the day it came out. The truth is beginning to come out about what happened. It will come out that he has covertly donated considerable sums to the terrorists. 6. ponder: think about carefully and for a long time (used in the patterns: ponder sth.; ponder on / over sth.; ponder + wh)

I found myself constantly pondering the question: "What's the meaning of life?" My parents pondered on when to send me abroad for study. Our teacher is continually pondering how to improve our English. 7. obscure: not easily seen or understood; not well-known

The letter is written in rather obscure language. The message of a dream is often rather obscure. The music was written by an obscure Greek composer. vt. When a total lunar eclipse occurs, the moon is obscured for about 2 hours. Dust obscures our view of distant parts of our own galaxy. 8. boom: sudden increase or growth

As workers born during the baby boom of 1946-1964 have aged, the work force in the United States has grown progressively older. People with houses to sell are benefiting from the boom in property prices. v. High-technology industries are booming and attracting larger numbers of scientists. 9. back up: support; make a copy of (a disk)

Only a few employees backed him up in the election. I often back up the files stored on my computer just in case. 10. send in: send (sth.) to a place w liege it will be dealt with

Applicants are asked to send in a CV and a covering letter. I hope that readers will send in their ideas for saving money.

Revision Exercises Complete the following sentences with the appropriate word or expression from the box, change the form where necessary. all of a sudden unusual ponder endure boom obscure unconscious reflect on imagination back up contend come out weave 1. He ______his words thoroughly.

104 2. His success ______his failures. 3. The child’s bad behavior ______his home training. 4. The new evidence ______my argument. 5. My sister ______well in that photograph. 6. The man ______that it was not his fault. 7. His ______played round that queer idea. 8. He was ______of his mistake. 9. I can’t ______her endless complaint noise a moment longer. 10. The most ______car was a Benz which had only three wheels.

Key to Sentence Completion 6. pondered 7. obscured 8. reflects on 9. backed up 10. came out 11. contended 12. imagination 13. unconscious 14. endure 15. unusual

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