第一章大学教育College Education (第二册Unit 1)

Based on the text “Another School Year - What For?”, this unit is mainly about the purpose of college education. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●1.1Warm-up

College life in some universities is described and students are encouraged to reflect on their college life.

●1.2Background Information

Some great minds in human culture, whose ideas are the origins of the present world, are introdiced to help students to better understand the purpose of college education.

●1.3Linguistic Analysis

Some important words like “accomplishment”, “assume”, “certify”, “expose”, “faculty”, and “generate”, phrases such as “enroll in”, “go through”, “see to it that…”, “put it ”, “the chances are that…”, “be on one’s way to..”, “go through”, grammatical points such as “concessive clauses” and “the infinitive”, are introduced to help students better understand the text in the unit.

●1.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as metaphor are introduced to help studentst better comprehend and appreciate the passage.

●1.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion, and different voices about education and college education are introduced to help students to get a better understanding of college education, and thus live their college life better.

第二章种族偏见Racial Prejudice(第二册Unit 2)

ased on the text “Say Yes”, this unit is mainly about racism. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●2.1Warm-up

The origin of racism is introduced and students are encouraged to reflect on the problem of racism.

●2.2Background Information

The author of the text and more information about racism are introduced to help students to better understand the background information.

●2.3Linguistic Analysis

Some important words like “consider”, “snap”, “clear”, “ashamed”, and “attach”, phrases such as “come to one’s aid”, “for one’s sake”, “make it up to sb.”, word building such as “hypo-”, “hyper-”, “v+-ing”, grammatical points such as “wh-noun clause” and “the way+ clause”, are introduced to help students better understand the text in the unit.

●2.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as contrast, innuendo are introduced to help students better comprehend and appreciate the passage.

●2.5Thematic Discussion

The theme is introduced to help students to get a better understanding of racism and topics of debate related to the passage are presented for further discussion.

第三章田园生活Natural Life(第二册Unit 3)

On the basis of text “The Rite of Spring”, this unit is mainly about the people and Gardening, and how to keep one’s faith. Background information, words, grammar, passage organization and discussion around this topic will be presented.

●3.1Warm-up

Concepts like rites and spring are explained and students are encouraged to express their understandings to the title.

●3.2Background Information

The background knowledge and information about gardening are presented to bring students a better understanding to the purpose of the rite of spring.

●3.3Linguistic Analysis

This part concerns with the analysis on text structure , sentence paraphrase, writing devices and vocabulary. The author’s intention of combining gardening with human nature is explored, and some important words and expression are introduced to help students better understand the text in the unit.

●3.4Textual appreciation

The writing techniques of the passage, some difficult sentences and grammatical points, such as “subjective clauses”, are introduced to help students better comprehend and appreciate the passage.

●3.5Thematic Discussion

Oral discussions related to the topic of the passage are presented in this part, also，diversified voices about gardening activities are introduced to help students to get a better understanding of theme of the text.

第四章英雄主义Heroism(第二册Unit 4)

Based on the text “The Man in the Water”, this unit is mainly about the heroism. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●4.1Warm-up

It is a news about a disaster of an air crash and its rescue.

●4.2Background Information

the author, the president monuments, Potomac river and Ralph Waldo Emerson are introdiced to help students to better understand the text.

●4.3Linguistic Analysis

Some important words complicated  words, phrases or complex sentences and their appreciation are introduced to help students better understand the text in the unit.

●4.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as metaphor are introduced to help students better comprehend and appreciate the passage.

●4.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion.Heroism has always been admired in human history, and heroes are always being remembered in the world and our country.

第五章现代生活 Modern Lifestyle(第二册Unit 5)

Based on the text “Quick Fix Society”, this unit is mainly about the modern people’s lifestyle. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●5.1Warm-up

In this section, What is a“quick fix society? The manifestations of a quick fix society are introduced to the students.

●5.2Background Information

The author, the Commonwealth of Virginia, Pennsylvania, the Dutch Town and the information about the Amish are introduced to help students to better understand the text.

●5.3Linguistic Analysis

Some important words, such as advocate; antique; compress ; condense; defer; deposit; guarantee are explained to the students. Morevoer, some complex phrases or complex sentences and their appreciation are introduced to help students better understand the text in the unit.

●5.4Textual appreciation

The organization of the passage, writing techniques such as contrast and comparison, personification are introduced to help students better comprehend and appreciate the passage.

●5.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion. With the fast-speed lifestyle, modern people suffers a lot of depressions.So, in this fast speed society, how can modern people relax themselves?

第六章人生友谊Human Friendship(第二册Unit 6)

Based on the text “Wisdom of Bear Wood”, this unit is mainly about friendship. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●6.1Warm-up

This section is about some beautiful things in our life: friendship and nature. Besides, some tips on making friends are also introduced.

●6.2Background Information

Some basic background knowledge that is related to the text in this unit is introduced: mainly information about the author, Robin Hood, Berkshire and Rural life in England.

●6.3Linguistic Analysis

Some important words like “attachment”, “extend”, “incline”, “private”, “proceed”, and “suspect”, phrases such as “as it were”, “ as it is”, “ brim over”, “ catch one’s breath ”, “keep to oneself”, “odds and ends”, “set off”, grammatical points such as “apposition ” and “appositive clause”, are introduced to help students better understand the text in the unit.

●6.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as antithesis are introduced to help studentst better comprehend and appreciate the passage.

●6.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion, and a piece of listening material is also introduced to help students to get a better understanding of friendship and learn to cultivate and cherish true friendship.

第七章科幻小说 Science Fiction(第二册Unit 8)

Based on the text “The Man in Asbestos”, this unit is mainly about science fiction and the future world. Background information, words, grammar, passage organization and discussion related to the text will be presented.

●7.1Warm-up

Descriptions about the future world in the literature works and movies are presented and students are encouraged to imagine the future world in their minds.

●7.2Background Information

Some basic background knowledge that is related to the text in this unit is introduced: mainly information about the author , Asbestos, and Broadway.

●7.3Linguistic Analysis

Some important words like “appalling”, “assent”, “cessation”, “decay”, “destined”,“eliminate”, “extravagant ”and “stagnation”, phrases such as “die out”, “do away with”, “get about”, “go overboard”, “plunge headfirst into”, “rest on”, “to and fro”, grammatical points such as “Present Participles as Object Complement”, are introduced to help students better understand the text in the unit.

●7.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as allegory are introduced to help studentst better comprehend and appreciate the passage.

●7.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion. And based on the summary of three periods of the Development of Technology in history, students are encouraged to express their opinions on the development of technology.

第八章多元文化Cultural Diversity(第二册unit 9)

Based on the text “Confessions of a Miseducated Man”, this unit deals with fundamental issues in education in a globalized world. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●8.1Warm-up

Are human beings the same or different in nature? In world so diverse in values and development patterns, how can we live harmoniously with other cultures and nations? In this session is designed to provoke thoughts on such questions.

●8.2Background Information

Who is Norman Cousins? What are his major thoughts? In this session, basic information about the author will be given.

●8.3Linguistic Analysis

Important words like “adequate”, “principal”, “vital”, “supreme”, “hostile”, and “persist”, phrases such as “in the nature of”, “act on/upon…”, “compare notes”, “all but”, “take in”, and “no less than”, affixes “mis-” and “-ship”, and the grammatical point “the infinitive as postpositive attributes”, are introduced to help students better understand the text in the unit.

●8.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as inductive and deductive reasoning are introduced to help students better comprehend and appreciate the passage.

●8.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion, and students are encouraged to think critically about the themes of the text.

第九章交际方法 Human relations(第二册Unit 12)

Based on the text “A Fundamental Technique in Handling People”, this unit deals with basic skills of interpersonal communication. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●9.1Warm-up

Can You Tolerate Others’ Mistakes? How can we live harmoniously with others? This session is designed to provoke thoughts on such questions.

●9.2Background Information

In this session, cultural information are provided about the life and career of the author, a very brief introduction to the ancient duelling customs and the Bettysburg Address.

●9.3Linguistic Analysis

Important words like “retain”, “blunder”, “procrastinate”, “invaluable”, “impair”, and “hereafter”, phrases such as “strive to to sth”, “hold one’s peace”, “all manner of”, “blow/let off stream”, “bristle with sth”, and “be sick with worry”, affixes “en-” and “-ate”, and the grammatical point “positions of adverbs of frequency”, are introduced to help students better understand the text in the unit.

●9.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as using stories and quotations are introduced to help students better comprehend and appreciate the passage.

●9.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion, and students are encouraged to think critically about the themes of the text.

第十章人物传记 Mr.Imagination(第二册Unit 13)

Based on the text “Mr. Imagination”, this unit is mainly about the science fiction writer Jules Verne. Background information, words, grammar, passage organization and discussion related to the topic will be presented.

●10.1Warm-up

Fabulous world of Jules Verne is introduced and students are encouraged to reflect on the importance of imagination.

●10.2Background Information

More information about Jules Verne, the author of the text, Pierre-Jules Hetzel, the Wright Brothers, Conan Doyle, Alexandre Dumas and Napoleon are introduced to help students to better understand the background information.

●10.3Linguistic Analysis

Some important words like “ascend”, “blurt”, “charter”, “confirm”, “convertible”, “deprive”, “credit”, and “fancy”, phrases such as “year in, year out”, “sign on”, “on one’s account”, word building such as “noun compound”, “adjective compound”, grammatical points such as “object complement” is introduced to help students better understand the text in the unit.

●10.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as contrast, onomatopoeia, pun, allusion are introduced to help students better comprehend and appreciate the passage.

●10.5Thematic Discussion

The theme is introduced to help students to get a better understanding of the text and more topics related to the passage are presented for further discussion.

第十一章名人演讲 Famous Speech(第二册Unit 15)

On the basis of text“Obama’s Victory Speech”, this unit is mainly about the essence of making a public speech. Background information, words, grammar, passage organization and discussion around this topic will be presented.

●11.1Background Information

Some questions related to Obama the author are made, and students are encouraged to express their understandings to the author.

●11.2Warm-up

The background knowledge and information about America, such as “red states and blue state”, are presented to bring students a better understanding to the purpose of the victory speech of Obama.

●11.3Linguistic Analysis

This part concerns with the analysis on text structure , sentence paraphrase, and some drills about the writing. The author’s organization of the speech is explored, and some important words and expression are introduced to help students better understand the text in the unit.

●11.4Textual appreciation

This section deals with the theme in the first place, then the writing techniques of the passage and some difficult sentences and grammatical points, such as “alliteration” and “word building skills”, are introduced to help students better comprehend and appreciate the passage.

●11.5Thematic Discussion

Oral discussions related to the topic of the passage are presented in this part, also，multiple perspectives about Obama and American social problems are introduced to help students to get a better understanding of theme of the text.

第十二章戏剧欣赏 Classic drama(第二册Unit 16)

Based on the text “The Oyster and the Pearl”, this unit is mainly about play or drama. Background information, words, grammar, passage organization and discussion related to the text will be presented.

●12.1Warm-up

Some basic knowledge about drama such as he definition, the classification，the main elements and features of a good play will be introduced.

●12.2Background Information

Some basic background knowledge that is related to the text in this unit is introduced. Mainly information about the author about the author —William Saroyan [særojən], Utopian and Dystopian Literature, and Hollywood.

●12.3Linguistic Analysis

Some important words like “aassortment”, “ bewildered”, “ compliment”, “cultivated”, “entitle”, and “tackle”, phrases such as “to my name”, “throw in”, “fair and square”, “live off ”, “get sth. out of the way”, “get sth. straight”, grammatical points such as “rhetorical questions” are introduced to help students better understand the text in the unit.

●12.4Textual appreciation

The organization of the passage, some difficult sentences and writing techniques such as symbolism are introduced to help studentst better comprehend and appreciate the passage.

●12.5Thematic Discussion

More questions related to the topic of the passage are presented for further discussion, and students are encouraged to think about their own philosophy of life.