第二冊-湘大全新版課件

AnIntegratedEnglishCourseBook2Unit1Unit2Unit3Unit4Unit5Unit6Unit7Unit8Unit9Unit10Unit11Unit12Unit13Unit14Unit15Unit16AnIntegratedEnglishCourseB1Unit1

Unit12Teachingobjectivesunderstandthemainidea,structureofthetextandtheauthor’swritingstylemasterthekeylanguagepointsandgrammaticalstructuresinthetextconsiderthat“generationgap”asacommonphenomenonbetweenparentsandchildrenTeachingobjectivesunderstand3TopicsfordiscussionWhomdoyougoforhelpwhenyouareintrouble,yourfatheroryourmother?Why?Whatisyouropinionon“generationgap”?Doyouthinkthereisgenerationgapbetweenyouandyourparents?Howtobridgethegap?Considerthedeepreasonofgenerationgap.TopicsfordiscussionWhomdoy4Structuralanalysisofthetext

Thetextcanbedividedintofiveparts.PartOne:(Paragraphs1)Asanintroduction,thefirstparagraphsuppliesthebasicinformationforthewholestory.Structuralanalysisofthetex5PartTwo:(Paragraphs2-4)Thethreeparagraphselaborateonhowtheirproblemsarosefromtheirdifferentpersonalpreferencesandhowthesedifferenceshavedevelopedintoakindof“coldwar”(silence).Itisaflashbackintotheauthor’searlyyears.PartTwo:(Paragraphs2-4)6PartThree:(Para.5-6):

Inparagraph5,theauthorrecallsherchildhoodwhensheenjoyedherfather’sprofoundlove.Paragraph6returnstothepresentmomentwhen,afterlongyearsofestrangement,theauthorcannotbutwonderwhetherherfatherwillextendhisloveforhis“l(fā)ittledaughter”tohiscrossbredgrandson.PartThree:(Para.5-6):7Partfour:(Para.7-13):Theseparagraphsconcernabouttheauthor’sobservationabouttheinitialreactionofherparentsintheirreunionPartfive:(Para.14-15):Thesetwoparagraphsserveasaconclusionofthestory.第二冊-湘大全新版課件8LanguagepointsApprehension1)anxietyaboutthefuture,expectationofsomethingunpleasantE.g.Wewaitedfortheirwithagreatofapprehension.2)apprehensiveadj.E.g.ImustadmitthatbeforemybabywasbornIwasapprehensiveaboutmotherhoodLanguagepointsApprehension9Femininetypicalofawoman,especiallyinawaythatisgracefulorattractiveE.g.“HowdidyouknowIwaslying?”“Callitfeminineintuition”Followinsomeone’sfootstepTofollowanexamplesetbysomeoneinthepastE.g.Charles’schildrenwillfollowinhisfootstepsandgotothesameschoolFeminine10Estrangement1)causing(esp.peopleinafamily)tobecomeunfriendlytowardseachother.E.g.Hisestrangementfromhisbrothersandsistersmadehiswifeandchildren.2)estrangev.E.g.Stevebecameincreasinglyestrangedfromhiswifeandchildren.Estrangement11Uniform1)thesameorconsistent,asfromexampletoexampleorfromplacetoplace;constantE.g.Theair-conditioningsystemmaintainsauniformtemperaturethroughoutthebuilding2)uniformityn.E.g.mostmodernhousingdevelopmentsshowatediousuniformityofdesign.Uniform12

Questionsforconsideration

Howtobridgethegenerationgapbetweenparentsandchildren?

Questionsforconsideration

13

MainideaofText2

Thewriterusedtobeverymuchattachedtohermother,who,shethought,wastheonetoholdthemtogether.Assumingnoonecouldeverreplacehermotherafterherdeath,thewriterfound,littlebylittle,tohersurprise,thatsheandfatherhadmoreincommonthanshehadeverimagined.Andherfather’sdeeploveforhermadeherrealizethathehadbecomehernewMum.Fromthewholestoryweknowthatthewriter’sfatherisadevotedhusbandandafondfatherwithalovelysenseofhumor.Hewasalsosentimental,sensitiveandunderstanding.

MainideaofText2Thewrite14Topicsfordiscussion:Whatkindofmanisthewriter’sfather?Explainthetitle“MyNewMumIs…MyDad”.Whomareyoumoresentimentallyattachedto,yourfatheroryourmother?Why?Topicsfordiscussion:15Unit2

Unit216Teachingobjectivesgrasptheauthor’spurposeofwritingandmakeclearthestructureofthewholepassageappreciatethefluidandsensualwritingstyleandmasterthekeylanguagepointsandgrammaticalstructuresknowhowtobuildagoodrelationshipbetweenteachersandstudentsTeachingobjectivesgraspthea17TopicsfordiscussionHaveyoueverbeeninasituationwhereyouwereconsidered“different”fromothers?Howdidyoufeel?Whoisyourfavoriteteacher?Whatdoyourememberhim/herfor?Whatqualificationsdoyouexpectofagoodteacher?TopicsfordiscussionHaveyou18AnintegratedAnalysisofText1Thepassagecanbedividedintofiveparts.PartOne:(Paragraphs1-5)ThefirstthreeparagraphsdescribeMrs.Thompson’sinitialunpleasantimpressionaboutTeddy.AnintegratedAnalysisofText19PartTwo:(Paragraphs6-8)TheseparagraphstellthereaderswhatMrs.ThompsonlearnedfromTeddy’srecords.PartThree:(Para.9-12):Herewecometothemostimportantpartofthestory,becausewhathappenedbeforeChristmaspromptedMrs.ThompsontodosomethingforTeddy.PartTwo:(Paragraphs6-8)The20PartFour:(Para.13-14):ThesetwoparagraphsdescribethechangesinbothMrs.ThompsonandTeddyafterChristmas.Partfive:(Para.15-20):thispartpresentsthefivesuccessivenotesbyTeddyatimportantstagesofhisstudy.PartFour:(Para.13-14):These21LanguagepointsLackof:1)absenceorlessthanenoughofE.g.Thebuildingwasneverfinishedbecauseoflackofmoney.E.g.Ataheightof25,000feet,thelackofoxygencausesdizzinessandheadaches.2)lackv.E.g.Helackscommonsense.LanguagepointsLackof:22TakedelightinTogetgreatpleasurefrom(doingsomething)Itookgreatdelightinwatchinghimmakingafoolofhimself.Takedelightin23Beinfor

TobeabouttohavesomethingunpleasantE.g.Weareinforsometroubleifwedon’tfinishitquickly.E.g.Itisprettystormy!Ithinkweareinforaroughflight.Beinfor24InquisitivealwayswantingtofindoutthedetailsaboutthingsandpeopleE.g.journalistshavetobeinquisitive,fearlessanddeterminedTakestepstotakeaction,todowhatisnecessaryE.g.ManagersmusttakestepstoensurethateveryoneunderstandsthenewregulationsInquisitive25TakepainstomakeagreateffortortakegreatcareE.g.MarytookgreatpainswithherEnglishlessonandgothighmarks.Pains(pl.):greatcareoreffortE.g.Nopains,nogains.Takepains26Wonder1)usedtointroducearequestE.g.Iwonderedwhetheryouwouldbesokindastosendmeanapplicationform2)thinkaboutoraskoneselfaboutsomethingE.g.hewonderedwhetherhewouldbeabletofindthehotelagainWonder27Questionsforconsideration

Whatisthemostimportantinteachingandlearningprocess?Questionsforconsideration28MainideaofText2ThisarticleistakenfromNewsweek,December3,2001.ItisanreportabouttheeffectofTVandjunkfoodonchildren.Parentsworryalottheharmfuleffectontheirchildrenandjunkfoodisanotherproblemarea.Theauthorpointsoutthattotakeapositiveapproachisveryimportantwhensettinglimitsonanythingtochildren.MainideaofText2Thisarticl29QuestionsfordiscussionaboutText2DoyouthinkchildreninChinaarenowwatchingtoomuchTV?DoyouliketheMcDonald’sorKentuckyFriedChicken?Doyouagreethattheyselljunkfood?DoyouthinkthatsomerestrictionsonTVandjunkfoodaretoomuchforchildren?Questionsfordiscussionabout30Unit3Unit331Teachingobjectivesmasterthekeylanguagepointsandgrammaticalstructuresinthetextlearnthewayofdesigninganarrativewritingunderstandthemainidea,structureofthetextandtheauthor’swritingstyleTeachingobjectivesmasterthe32TopicsfordiscussionThinkofapersonyouknowwhosuffersmisfortunesbutstilldoeswhateverhe/shecantohelpothers.Describehim/hertoyourclassmates.Doyoubelieveinluck?Pleaseexplainwithyourpersonalexperience.Whatisthemostimportantelementwhenfacingdifficulties?TopicsfordiscussionThinkof33AnintegratedanalysisofText1Paragraphs1-2:Theauthoruseshisrecentaccident–anaircrash—asanintroductiontothewholestory.Paragraphs3-4:ThesetwoparagraphsarethefirstflashbackinthestorywhichdescribesAnne’sgoodjudgmentonpreviousoccasionsandherexperiencesduringtheSecondWorldWarAnintegratedanalysisofText34Paragraphs5-7:TheseparagraphstellushowtheauthormetAnne,fellinlovewithherandeventuallymarriedher.Thisisthesecondflashback.Paragraphs8:Aftertwoflashbacks,theauthorturnsbacktohisrecoveryfromthecrashwithhiswife’smeticulouscare.Paragraphs9-10:Thesetwoparagraphsarealsoaflashback.TheauthorrecallshowhiswifehandledhercrisisParagraphs5-7:Theseparagraph35Paragraphs11-13:thesethreeparagraphsarecloselyrelatedwiththeprevioustwo,becausetheypresentapictureofhowAnnesavedherhusband,helpedrebuildhisconfidenceandkepthimmovingoninherownway.Paragraphs14:Asisthecasewithmostnarrativewritingstheconcludingparagraphprovidesanendtotheevent(theaircrash).Paragraphs11-13:thesethreep36Languagepoints:CollideTohiteachotheraccidentallyE.g.Thetwoplanescollidedwitheachotherinmidair.Depressed1)sadorgloomyE.g.Ineedsomethingtooccupymymind.IgetdepressedifIhavenothingtodo.2)depressionn.E.g.Perfectlystablepeopleareoftenplungedintodepressionbydivorce,unemployment,orfailureintheirwork.Languagepoints:Collide37Poignant1)keenorstronginmentalappealE.g.Itwasapoignantmoment.Theyheldhandsandlookedintoeachother’seyesforthelasttime.2)Poignantlyadv.E.g.Hisremarkablelifeandtragicdeathpoignantlyexpressthehopesanddisappointmentsofawholegeneration.Poignant38AuthorizeTogivepermissionforE.g.OnlytheCongresscanauthorizethePresidenttodeclarewar.BeneficiarythereceiverofabenefitE.g.peopleonhighincomeswillbethemainbeneficiariesofthesechangesinthetaxlawsAuthorize39EnduretobearE.g.ThereportdescribeshowpoliticalprisonershavetoendureE.g.Shehadtoendurecountlessattacksonherreputationfrompopularnewspapers.Inspiretoinfluence,togiveasuddengoodideaE.g.ThenovelisobviouslyinspiredbyherexperienceofChristianityinherchildhood.Endure40Questionsforconsideration

Whatdoes“stroke”standforinthistext?Questionsforconsideration41TopicsfordiscussionaboutText2:Whatdidtheauthoraskherchildrentodotoexpresstheirgratitude?What’snewabouttheattitudetogratitude?What’syourwaytoexpressyourgratitude?Howdoyouthinkweshouldappreciatewhatothershavedoneforus?TopicsfordiscussionaboutTe42Unit4Unit443Teachingobjectivesmasterthekeylanguagepointsandgrammaticalstructuresinthetextlearnthewayofdesigninganarrativewritingunderstandthemainidea,structureofthetextandtheauthor’swritingstyleTeachingobjectivesmasterthe44TopicsfordiscussionWhoisyourfavoritefootballerorpopsinger?Whydoyouadmirehim/her?Whatwouldyoudotomeetwithchallengesorcopewithfrustrationsinyourlifeorwork?TopicsfordiscussionWhoisyo45AnintegratedanalysisofText1Basically,thestoryfallsintofourparts.

Part1(Para.1):mainidea—togivereasonsforhisjobtransferfunction—toprovidethesettingofthestory(introductoryinformationaboutwhom,whenandwhy)AnintegratedanalysisofText46Part2(Para.2-13):mainidea—torecounthisfrustratingexperiencesasatoupeemodelfunction—toraisethefirstconflictanditsclimaxPart3(Para.14-27):

mainidea—todescribehisproblems,hisprogressandsuccessinbroadcastingfunction—todevelopthesecondconflict,builduptheclimaxandreachthesolutionPart2(Para.2-13):47Part4(Para28):

mainidea—tocommentonhissuccessfulcareertransition.function—toelicitthethemeofthestory(conclusiveremark)Part4(Para28):48Languagepoints:Get/beinvolvedinTotakepartinanactivityorevent,ortobeconnectedwithitinsomewayE.g.Thepresidentwasinvolvedinthepoliticalscandal.Languagepoints:49…ishighonthelistisnearthetopofthelist.Hereitmeansthat“beingsuffocatedbyplasterwhilegettingyourheadduplicatedforatoupeedisplay”wasoneoftheworstwaystodie.CommercialanadvertisementontelevisionorradioE.g.McEnroehasbeensigneduptodoaseriesofcoffeecommercials.…ishighonthelist50TournamentAcompetitioninasportorgameinwhicheachplayerorteamplaysseveralmatches,andthewinneristheonewhowinsthemostmatchesE.g.Thirtymatcheswereplayedduringthechesstournament,whichlastedthreeweeks.Cf.championship:acompetitiontofindthebestplayerorteaminaparticularsport,especiallyonethatinvolvesseveralstagesorgamesTournament51Firetomakesomeoneleavehisorherjob,especiallybecauseheorshehasdonesomethingwrongorsomethingtheemployerdoesnotapproveofE.g.Youcouldn’tfiresomeoneforjoiningaunion,butyoucaniftheygoonstrike.Cf.layoff:tomakeworkers,especiallyworkersinalargefactoryororganization,leavetheirjobs,becausethereisnotenoughworkforthemtodo,ornotenoughmoneytopaytheirsalariesE.g.Wheredemandforgoodswasshrinking,firmswouldclosedownorlayoffworkers.Fire52ViewerSomeonewhoiswatchingaparticulartelevisionprogramCf.audience:agroupofpeoplewhohavecometoaplacetowatchaplay,aconcert,orafilmCf.spectator:someonewhoiswatchinganeventorgameViewer53Questionsforconsideration

Whatisyouridealoccupation?Why?Questionsforconsideration54TopicsfordiscussionaboutText2:Howdidtheauthorbalanceworkandfamilylife?Ifyouwerehim,whatwouldyoudo?CanyouexplainpreciselywhathappenedatthatmomentinParagraph5?Whatdoes“thewrongmessage”inParagraph7referto?Howdoyouinterpretthetitle?TopicsfordiscussionaboutT55Unit5

Unit556Teachingobjectivesmasterthekeylanguagepointsandgrammaticalstructuresinthetextlearnthewayofdesigninganexpositorywritingunderstandthemainidea,structureofthetextandtheauthor’swritingstylemakeawareofthesignificanceoffriendshipTeachingobjectivesmasterthe57TopicsfordiscussionHowdoyoudefine“friendship”?Whatdoyouexpectoffriendship?Andwhatareyoureadytodoforyourfriends?Whatisneededtomakefriendshipgrow,blossomandlast?TopicsfordiscussionHowdoyo58AnintegratedanalysisofText1

Basically,thestoryfallsintosixparts.Part1(Para.1and2):Thetwoparagraphsserveasanintroductioninwhichtheauthorraisesacommonproblem—“weoftenhaveahardtimeknowingwhattheterm(friend)means”.AnintegratedanalysisofText59Part2(Para.3-4):inthisparttheauthorusesherownexperiencestotellthereadersthatfriendshipcanoccurinmarriageandfamilies,whichmightbeasurprisetomanypeople.Part2(Para.3-4):inthispart60Part3(Para.5-8):Paragraphs5-6arethefirsthalfofthethirdpart.Heretheauthordiscussestheimportanceoffriendshipoutsidefamilialties.Part4(Para.9-11):thesethreeparagraphsareaboutfriendshipbetweenoppositesexes.Part3(Para.5-8):Paragraphs5-61Part5(Para.12-13):Heretheauthorshiftstoanothersubtopic—howtofixabrokenfriendship.Partsix(Para.14-15):Inthelastpartofthetexttheauthorturnsbacktothesubtopic:friend-making.Part5(Para.12-13):Heretheau62Languagepoints:

IdentifytofindoutexactlywhatsomethingE.g.Afteryearsofresearchscientistshaveidentifiedthevirusthatisresponsibleforthedisease.E.g.Sheidentifiedhimasherattacker.Languagepoints:Identify63Transient/transitorylastingforonlyashortperiodoftimeE.g.Hismanyloveaffairshadonlybroughthimtransientpleasures.E.g.Onlyhistoriansfullyunderstandthetransientnatureofcivilization.Transient/transitory64EssentialcompletelynecessaryfortheexistenceofsomethingE.g.Beforeyousetoffdowntheski-slopeitisessentialtoensurethatyourskiesaresecurelyfastened.E.g.It’sessentialthattheoillevelischeckedevery10,000km.,otherwisetheenginemayseizeup.Essential65Rankas/amongToregardashavingacertainrelativepositionE.g.YaoMingranksamongtheworld’sbestbasketballers.Thisresultranksasoneoftheirmostsuccessfulelectionperformancesofthelasttenyears.Rankas/among66IndividualasinglepersonconsideredseparatelyfromtheclassorgroupE.g.Thedecisiontohaveanabortionshouldbeuptotheindividualinvolved.E.g.It’stheresponsibilityofeachindividualwithintheclasstomakesuretheyhavethecorrectbooks.Individual67TendtotobelikelytoE.g.Myfathertendstointerferetoomuchinotherpeople’sbusiness.E.g.Thebanktendstoemployonlywhitemiddle-classmen.Tendencyn.E.g.Divorcedpeoplehaveatendencytolivewithnewpartnersratherthanmarryagain.Tendto68VigilancealertwatchfulnessE.g.lookingafteryoungchildrenrequiresconstantvigilance—youneverknowwhatthey’llgetuptonext.Patronizingbehavingtowardotherpeopleasifsuperiorormoreimportant,i.e.likeapatronE.g.Don’tbesopatronizing—I’mnotachildanymore.Iknowjustasmuchaboutitasyoudo.Vigilance69Questionsforconsideration

Describeoneofyourbestfriends.QuestionsforconsiderationDe70

TopicsfordiscussionaboutText2:

WhatdoesthewriterwanttotelluswiththeexampleofTippy?Doyouagreewiththewriterthatpeopleareinterestedinthemselves?Why(not)?

Whathaveyoulearnedfromthispassage?

TopicsfordiscussionaboutT71Unit6

Unit672Teachingobjectives

graspthekeylanguagepointsandgrammaticalstructuresinthetextunderstandthemainidea,structureofthetextandtheauthor’swritingstyleconductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeTeachingobjectivesgraspthe73Topicsfordiscussion

Tellwhatyouknowaboutthe9.11attack.Describeadisasteryouhaveexperiencedorhaveheardofandhowpeopleinvolvedreactedtoit.Howdoyouviewsomepeople’sgreatcouragetohelpothersinthepresenceofdisaster?TopicsfordiscussionTellwha74AnintegratedanalysisofText1

Part2(Para.2-9):Paragraphs2-5presentapictureofwhathappenedimmediatelyafterthehit.Part1(Para.1):Inthisparagraphtwoimagesareusedtoemphasizethepower(steadiness)oftheWTC.AnintegratedanalysisofText75Part3(Para.10-30):Paragraphs10-14depictthesceneofMayblum’sencounterwiththeheavysetmanonthe53rdfloorwhereRamosandHongofferedtimelyhelp.Inparagraphs15-22,studentscouldgetanideahowthethreepersons(Ramos,Hongandtheheavysetman)managedtogetdowntothe36thfloor.Part3(Para.10-30):Paragraphs76Part4(Para.31-34):Theseparagraphsmakeupthelastpartofthetextwhichrelatesthegatheringofsomeofthesurvivorsandvictims’familymemoryofthedeadafterthedisaster.Part4(Para.31-34):Theseparag77Languagepoints:LashtohitviolentlyorsuddenlyE.g.Thewaveslashed(against)therocks.ScofftolaughatE.g.Icametothemeetingtoscoffbutthespeakerpersuadedme.Languagepoints:Lash78IllusionsomethingthatdeceivesapersonbyseemingtoberealE.g.Themirrorallroundthewallsgiveanillusionofgreaterspace.DevastatingcompletelydestructiveE.g.TheUSthenlauncheditsmostdevastatingattackoftheentirewar.Illusion79PurgatoryaplaceorconditionofgreatsufferingE.g.Angelahasaverythinsharpvoice;it’spurgatorytohavetolistentohersing.DilemmaasituationinwhichonehastomakeadifficultchoiceE.g.Thisistheindustrialist’sdilemma:invest,andriskgoingbankrupt,ornotinvestandrisklosingyourshareofthemarket.Purgatory80PanictobesuddenlyfrightenedbysomethingE.g.Whentheplanegetsintodifficultyinthesky,itisessentialthatthepilotshouldnotpanic.Panic-strickena.E.g.Afewsecondsaftertheexplosionthestreetwasfullofpanic-strickenpeople,fleeinginalldirections.Panic81Collapse(breakintopiecesand)tofalldownorinsuddenlyE.g.Thebridgecollapsedundertheweightofthetrain.E.g.Therewasaloudexplosionandthewholeapartmentblocksimplycollapsed.Collapse82

QuestionsforconsiderationWhatdoyougainfromthetext?QuestionsforconsiderationWh83TopicsfordiscussionaboutText2:WhatwasspecialabouttheWorldTradeCentreinNewYork?WhatmakesAmericansfeeluneasyaboutextremelytallbuildings?Whatdosomeexpertsthinkofskyscrapersnow?what’syourideaaboutskyscrapers?TopicsfordiscussionaboutTe84Unit7

Unit785Teachingobjectives

graspthekeylanguagepointsandgrammaticalstructuresinthetextunderstandthemainidea,structureofthetextandtheauthor’swritingstyleconductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeconsiderthesolutionoftheagingprobleminoursocietyTeachingobjectivesgraspthe86TopicsfordiscussionWhat,inyouropinion,aretheadvantagesanddisadvantagesofgrowingolder?Whatdoyouthinkarethevirtuesofbeingyoung?Howshouldthewholesocietytakecareoftheoldpeople?Describesomeoftheoccasionsthatpeopleshowtheirconcerntotheold.TopicsfordiscussionWhat,in87AnintegratedanalysisofText1

Part1(Para.1-2):thetwoparagraphsmakeupthefirstpartofthetext.Part2(Para.3-5):thewriter,inparagraphthree,offersthefirstadvantagesofgrowingolder–notbeingobsessedwithone’sappearance.AnintegratedanalysisofText88Paragraph5presentsthethirdandthegreatestbenefitofgrowingolderThesecondadvantageisdiscussedinparagraph4—peopleintheirfortiesarelessuncertainthanadolescents.Paragraph5presentsthethird89Part3(Para.6):aftersharingherownexperienceincontrasttoadolescents’problemswiththereaders,inthisparagraphthewriterturnstheissuetothesimilartotheonementionedinthefirstparagraph:thevalidityofAmericanvaluesontheagingproblem.Part3(Para.6):aftersharing90Languagepoints:

AgingtheprocessofgrowingoldE.g.Oursocietyisfullofattitudestowardsagingandoldpeople.DreadtofeelgreatfearoranxietyaboutE.g.I’vegotaninterviewwiththebankmanagertomorrow–I’mdreadingit.E.g.Healwaysdreadedaskingthemfortheirrentbecauseheknewitwouldendinanargument.Languagepoints:Aging91Distinctnoticeable;unmistakableE.g.Thereisadistinctpossibilitythatshe’llbeappointedmanagerofthecompany.(be)obsessedwithtohaveanunreasonablystrongandcontinuousinterestinparticularthingsorpersonsE.g.Shebecameobsessedinheroldagewithwhattodowithherimmensewealth.Distinct92PleadTobegE.g.thewifeofoneofthehostagesappearedonTVlastnighttopleadforherhusband’slife.TolerateTosufferwithoutcomplainingE.g.Foryearswe’vehadthisarticleisbeyondmycapability.Plead93AgonyextremementalorphysicalpainorsufferingE.g.Helayinagonyuntilthedoctorarrived.DenyoneselfnottoallowoneselftohavesomethingthatonenormallyhasE.g.Hedeniedhimselfallsmallpleasuresandluxuriesinhisefforttoliveaholylife.Agony94Confronttodealwithsomethinginabraveanddeterminedway;tobringfacetofaceE.g.WetrytohelppeopleconfronttheirproblemsE.g.Theunionforcedthemanagementtoconfronttheissueofequalpay.AwaittowaitforE.g.Thecommitteeisawaitingadecisionfromheadofficebeforeittakesanyaction.Confront95Benefitanythingthatbringshelp,advantagesorprofitE.g.Thinkofthebenefitsourhealthcareplanhastooffer.Beneficiala.E.g.Thesechangesintheeducationsystemarebeneficialtobothteachersandstudents.Benefit96SanitytheconditionofbeingmentallyhealthyE.g.yourvisitsweretheonlythingthatpreservedmysanity.Quirkastrangeorunusualhabitorpartofsomeone’scharacterE.g.Shealwayswentorthreeminutes’walkatexactly10:45andtherobbertookadvantageofthislittlequirk.Sanity97

QuestionsforconsiderationThinkofsomeefficientwaystosolvetheagingproblem.Questionsforconsideration98TopicsfordiscussionaboutText2:

Doyoubelieveinthereconnectionofagegroups?Explainyouropinion.Doyouthinksenior-citizenhomesareagoodplacefortheaged?Why/Whynot?TopicsfordiscussionaboutTe99Unit8Unit8100Teachingobjectivesstudentswillbeableto:masterthekeylanguagepointsandgrammaticalstructuresinthetextunderstandthemainidea,structureofthetextandtheauthor’swritingstyleunderstandthesignificanceoflifeTeachingobjectivesstudentswi101TopicsfordiscussionCananinvalidleadahappylife?Pleaseexplain.Howwouldyoushowyourappreciationifsomebodyhelpsyouwhenyouareintrouble?Whatisyourideallife?TopicsfordiscussionCananin102AnintegratedanalysisofText1Basically,thestoryfallsintofourparts.Part1(Para.1-2):thesetwoparagraphsareabouttheauthor’sfirstwhichcouldbefurtherdividedintotwophases:thefirstphasewasahardstruggletomakealiving,thesecondphasewas“apleasantdream”,becausetheauthorhadeverythingthatahappylifecanoffer.AnintegratedanalysisofText103Part2(Para.3-5):Inthesethreeparagraphs,theauthordepictshislifeafflictedbythedisease,especiallythedifficultyinclimbingthe14steps.Part3(Para.6-8):Paragraph6describeshowtheauthorgotaflattireinastormynightandhisdesperateneedforhelp.第二冊-湘大全新版課件104Part4(Para9-10):thesetwoparagraphsconcludingparagraphsaretheauthor’sreflectionontheincidentandhislifephilosophy,fromwhichhediscoveredthetruevalueoflife.Part4(Para9-10):thesetwopar105Languagepoints:BeinclinedtotobelikelyortendtoE.g.Middle-classvictimsaremoreinclinedtocontactthepoliceE.g.Idon’tfeelvictimstotalktohimAfflicttocauseseveresufferingorpainE.g.Theoldmanwasafflictedwithblindness.E.g.PollutionmightbeoneofthemajorproblemscurrentlyafflictingThirdWorldcountriesLanguagepoints:Beinclinedt106DisillusioneddisappointedE.g.Disillusionedbyhisteam’sperformance,th