unit2新起点大学英语-讲稿.doc

unit2新起点大学英语 讲稿
Unit 2
1 Work in pairs to check the statements which are true for you. Give a description of what you are doing now.
Example
A: Do you need at leas two alarm clocks to get you up in the morning?
B: No, I always get up early in the morning to practise my English in a corner on campus. What about you?
A:
Survey
1. I need at least two alarm clocks to get me up in the morning.
2. I always leave writing essays until the last minute.
3. The best thing about my life as a student is the partying.
4. I take part in every protest on campus.
5. I think I may be studying the wrong subject.
6. I came to college to get an education, I’m not thinking about what job I’d like.
7. I’m crazy about the Beatles.
8. I think no one has ever improved on the miniskirt.
9. I’m not interested in politics.
10. I feel young people can change the world.
Life in the sixties
Social affairs
Cultural affairs
Presentation
2 Social affairs
Listen to a recording about social affairs in the US during the 1960s and complete the sentences.
Social affairs
The 1960s began with the election of the first president born in the 20th century –John Kennedy. For many Americans, the young president was the symbol of a 1) ________ of hope for the nation. When Kennedy was murdered in 1963, many felt that their hopes died, too. This was especially true of young people, and members and supporters of 2) ________ groups.
A time of 3) ____________ and hope soon began to look like a time of anger and violence. More Americans protested to demand an end to the 4) ________ treatment of black citizens. More protested to demand an end to the war in Vietnam. And more protested to demand full 5) ________ for women.
By the middle of the 1960s, it had become almost impossible for President Lyndon Johnson to leave the White House without facing 6) __________ against the war in Vietnam. In March of 1968, he announced that he would not run for another term.
In addition to President John Kennedy, two other 7) ___________ leaders were murdered during the nineteen sixties. 8) ________ rights leader Martin Luther King was shot in Memphis, Tennessee in 1968. Several weeks later, Robert Kennedy—John Kennedy’s brother—was shot in Los Angeles, California. He was campaigning to win his party’s 9) ____________ for president. Their deaths resulted in 10) _______ in cities across the country.
3 Cultural affairs
Listen to recordings about cultural affairs in the US during the 1960s and finish the tasks.
Bob Dylan 鲍勃·迪伦
（美国民谣歌手、作曲
家、诗人）
Allen Ginsberg 艾伦·金斯堡
（美国先锋派诗人)
Timothy Leary 蒂莫西·李瑞
(美国心理学家）
4 Listen to Part I and answer the questions.
1. What values did parents teach their children in the 1950s?
A belief in God, hard work and service to their country.
2. How did young people rebel against their parents?
Letting their hair grow long and by wearing strange clothes.
3. What were the main topics of Bob Dylan’s songs?
Social unrest.
4. What did “Do your own thing” mean?
Do whatever you wanted, without feeling guilty.
Listen to Part 2 and decide whether these statements are True or False.
☐ 1 Hippies longed for more love and personal freedom in America.
☐ 2 Timothy Leary urged young people to avoid drugs.
☐ 3 People who use L-S-D see strange, colorful images.
☐ 4 All the Americans got engaged into the social revolution.
☐ 5 Women in the 1960s fought only for the same chances as men to get a good education and a good job.
Comparison
Work in groups to discuss the topic.
Based on what you’ve got about the life in the 1960s and life today, how do you think the life of young people has changed?
In the 1960s, young people got themselves involved in seeking freedom and justice while young people today are mainly concerned about how to improve their chances of being competitive in the employment market.
Text organization
Read the text quickly and fill in the flow chart to understand the structure of the text.
Text Organization
Topic
College: special?
Students in the 1960s
Students today
Conclusion
College isn’t special any more.
A general idea about college in the 1960s
a place to experience exciting & stimulating life
Supporting idea 1
College: a place to fight
for freedom and justice
Supporting idea 2
College: a place to taste real freedom
A general idea about college today
a place which produces no passion
Supporting idea 1
College: a mere place to increase chances of getting a good job
Supporting idea 2
College: a place not different from the real world
Comprehending the text
Work in groups. Group 1 read Paras. 1-4 to check the true statements about the 1960s. Group 2 read Paras. 5-7 to check the true statements about the UK today.
Comprehending the text
Group 1 read Paras. 1-4 to check the true statements about the 1960s.
1. students at the University of California, Berkeley did not protest.
2. students in Europe and the US spent a lot of time protesting.
3. there was violence on university campuses in Europe.
4. students and workers went on strike together in France.
5. the UK Prime Minister had to resign because of student protests.
6. students discovered a sense of freedom on campus.
Group 2 read Paras. 5-7 to check the true statements about the UK today.
7. more young people than ever go to university.
8. most students fail to complete their studies.
9. international students are more interested in lifestyle than quality of courses.
10. students need their parents for financial help.
11. students don’t contact their parents as often as they used to.
12. students don’t enjoy university life as much as they used to.
Expressing contrasting information
Work in groups to find out examples of contrasting techniques in the text.
“College isn’t special one” is an opinion piece of
writing which discusses college life in the 60s and now.
To express the idea that student life has changed, the author adopts the following 3 techniques:
l Words suggesting the change
l Questions
l Comparative structure
Words suggesting the change:
· These days political, social and creative awakening seems to happen not because of college, but in spite of it.
· Yet college education is no longer a topic of great national importance.
· Instead of the heady atmosphere of freedom which students in the 1960s discovered, students today are much more serious.
· Gone are the days when a son or daughter rang home once or twice a term.
Questions:
· Where’s the passion today?
· What’s the matter with college?
· So why aren’t they true for the students of today?
Comparative structure:
· Instead of the heady atmosphere of freedom which students in the 1960s discovered, students today are much more serious.
· In an uncertain world, many children rely on their parents’ support much longer than they used to.
Text evaluation
Work in groups and discuss the questions, each group with one question only.
1. What do you think is the purpose of a university education? Should it be an end in itself or a means to an end?
2. What factors influenced your choice of university and the course you are doing?
3. If you had the chance to continue your studies abroad, what factors would influence your choice of destination?
4. Why do young people protest more than old people?
5. Do you think today’s young people in China are very different from the previous generations?
Summarizing
Talking point
Employment opportunities
· Student life
Summarizing
Summarize the text by filling the blanks.
What are the most important issues for students today? Is the university 1) _______ really such a different place compared to what it was 40 years ago?
For the students in the 1960s, going to college was the most 2) ________________________ experience of their life. They took part in 3) ________ and launched 4) _________ against the establishment with their new and 5) ____ commitment to freedom and justice. Going to college also meant their first 6) ________ of real freedom. They could discuss the meaning of life, read their first 7) ____________ book and see their first indie film.
Summarizing
In contrast, the students today don’t have the 8) _____ for college life that they used to. Today, college is seen as a kind of small town from which people are 9) ________ to escape. Instead of the 10) ________ atmosphere of freedom which students in the 1960s discovered, students today are much more 11) __________. College has become 12) _________ an opportunity to improve their 13) __________ of being competitive in the 14) ______________ market, and not an end 15) __________.
But in spite of all this, the role of the university is the same as it always has been. It is the place where students have the 16) _____________ to learn to think for themselves.
Employment opportunities
· Form groups of four.
· One student (Student A) in each group asks one question at a time to the group and other students in the group give their answers to the questions one at a time.
· Student A summarizes the group’s main ideas and reports the summary to the class.
Questions
1. What contributes to the changes?
2. What are the effects brought about by the changes?
3. What should be done to meet the changes?
Student life
Work in groups. Choose one or two aspects of student life to talk about how student life is different from what you expected.
These could include:
· intellectual development
· living conditions including food
· the learning facilities such as libraries, labs and computer centres
· recreational and sports facilities
· the roles of the student union and student societies
· finance and work opportunities etc.
Difficult sentences
1. “If you can remember anything about the 1960s, weren't really there,” so the saying goes. (Para 1)
2. In the 1960s, California’s colleges and universities had transformed the state into the seventh largest economy. (Para 2)
3. The liberals replied that it was the ability to tolerate noisy, dissident minorities which made universities great. (Para 2)
4. Some people drop out, but the most apathetic stay the course because it’s too much effort to leave. (Para 5)
5. “Bliss was it in that dawn to be alive, But to be young was very heaven!” (Paras. 8-9)
Difficult sentence 1
“If you can remember anything about the 1960s, weren't really there,” so the saying goes. (Para 1)
1. What can we infer about the life of people in the 1960s?
This saying makes a joking comment about these years: this was a time in the West when many young people took drugs (like cocaine, marijuana and LSD), so they were there and didn’t really remember much of what happened (because of the drugs, they were “in a haze of marijuana smoke”). If someone does remember they weren’t really there—they must have been somewhere else, without drugs.
2. Translate the sentence.
有这么一种说法：“要是你能记得20 世纪60 年代的任何事情，你就没有真正经历过那段岁月。”
Difficult sentence 2
In the 1960s, California’s colleges and universities had transformed the state into the seventh largest economy. (Para 2)
What can we infer about the status of the University of California?
It sees itself as the link between education and economy in California and has been recognized as a very significant factor for many years.
. What does the Californian economy include?
Hollywood (entertainment), Los Angeles (tourism), the Central Valley (agriculture: California is the world’s fifth largest supplier of food and agricultural products), Silicon Valley (computers, high technology) and wine production.
Difficult sentence 3
The liberals replied that it was the ability to tolerate noisy, dissident minorities which made universities great. (Para 2)
1. Why is it was… which instead of it was… that used here?
英语常用的强调结构是 “It is (was) + 被强调部分(主语、宾语或状语) + who (that)...”。一般说来,被强调部分指人时，用 who；指事物时用 that，但that 也可以指人。在美国英语中指事物时常用 which来代替 that。
2. Translate the sentence.
自由派人士回答说，大学之所以伟大正是因为它们有能力容忍喧闹的、唱反调的少数人。
Difficult sentence 4
Some people drop out, but the most apathetic stay
the course because it’s too much effort to leave. (Para 5)
1. What does stay the course mean?
“Stay the course” is used in the context of a war or battle meaning to pursue a goal regardless of any obstacles or criticism. Its modern usage was popularized by American presidents George H. W. Bush and Ronald Reagan. The phrase was first used by Bush in July 2003 while talking about his plan for Iraq, “We will stay the course, we will help this young Iraqi democracy succeed…”
2. Translate the sentence.
有些人辍学，但大多数已经有些麻木，还是坚持混到毕业，因为离开学校实在是太费事了。
Difficult sentence 5
Bliss was it in that dawn to be alive,
But to be young was very heaven!” (Paras. 8-9)
1. Read to learn the background of these lines.
The major English romantic poet, William Wordsworth (1770-1850) wrote these words about the early days (the dawn) of the French Revolution. He had lived in France and was impressed by the Revolution but on his return to England, he found that many people who had supported it changed their minds when they saw the massacres (killings) that happened later. These words try to catch the spirit of the enthusiasts.
2. Analyze the sentence structure.
这是一个倒装句。原句应是 It was bliss to be alive in that dawn. It 指代 to be alive in that dawn. Bliss was / is it to do sth. 和 it was / is heaven to do sth. 都表示“做······是一件非常幸福的事情。”
3. Paraphrase the sentence.
It was complete happiness to be alive in the Revolution, but to be young was even better. It was perfect, like in paradise.
4. Translate the sentence.
“在那黎明时分活着是至福之事，年轻更是如进天堂！”
Language in use
Useful expressions
Word Formation:
-ment & -ism
Useful expressions
1.一阵烟雾
1. a haze of smoke
2.刺激的经历
2. stimulating experience
3.将···变成
3. transform… into
4.激进的政治氛围
4. the atmosphere of political radicalism
5.持不同意见的少数人
5. dissident minority
6.暴力冲突
6. violent clashes
7.与···联盟
7. form an alliance with
8.发动了一场大罢工
8. launch a general strike
9.创造意识的觉醒
9. creative awakening
10.实现···目标
10. achieve one’s aim of
11.全民重视的话题
11. a topic of great national importance
12.辍学
12. drop out
13.令人头脑发热的气氛
13. the heady atmosphere
14.从高到低的顺序
14. in descending order
15.就业前景
15. employability prospects
16.实现目的的手段
16. a means to an end
17.···日子一去不复返了
17. Gone are the days when
18.同道好友
18. like-minded friends
19.热爱···
19. have a passion for
20.与···的距离缩小
20. The gap between… and… has shrunk
Active reading 1: Resources
So/neither/nor + inversion
Discuss the function of so in the sentence:
The gap between childhood and college has shrunk,
and so has the gap between college and the real world.
so + inversion: something that was just said is also
true about another person or thing
neither / nor +