新視野大學(xué)英語第三冊教案修正版

NewHorizonBookIII新視野大學(xué)英語教案第三冊Unit1,Book3I.SectionA:LoveWithoutLimitations1.TeachingObjectives:Tounderstandthetruemeaningof“l(fā)ove”andtalkaboutit;Toreadwiththeskill“problem+response+evaluation”;Towriteacompositionwiththestructure“problem+response+evaluation”;Tolearnhowtoscanapassage.2.TimeAllotment:SectionA(3periods):1st2ndperiod:Warming-upTextunderstandingNotestothetextWordsandexpressions,Ideasharing.3rdperiod:WritingSectionB(1period):4thperiods:ReadingSkillsTextunderstandingNotestothetextWordsandExpressionsIdeasharing3.TeachingProcedures:3.1Warming-upStep1.GuessthethemeLookatthefollowingpicturesthatsharethesametheme.Whatisit?(Seeprojects)Step2.FamilyloveWatchamovieclipandanswerthequestionsfollowed.(Seeprojects)3.2TextunderstandingStep1.Pre-readingAskstudentstoskimthetextintenminutes.Step2.QuestionaskingQ1.HowdidJimmygethisbraindamaged?Q2.Howdidthewriterdescribeherfather?Q3.HowmuchwasJimmychangedafterhisfather’sdeath?Q4.WhatdidthewriterthinkofhercaringforJimmy?Q5.WhydidthewriterinviteherfriendstoJimmy’sbirthdayparty?Q6.Whatdidthepartyremindthewriterandherfriendsof?Step3.StructureanalysisWithherlifetimeexperience,theauthortellsustherehaveneverbeenanylimitationstolovewhateverlifemaypresent.Thewritingmethodofthistextis:“Problem+Response+Evaluation”Step4.Summary.Askstudentstofillintheblankswiththeproperwordsorphrases.3.3NotestothetextStep1.ActiveexpressionsInEnglish,youmayfindsomeexpressionsformedbyverycommonwords,buttheyareactiveandpowerful.Trytofindouttheactiveexpressionsinthefollowingsences.Seeprojects)Step2.FocusstudyPayattentiontosomesentencestructureswhichareverycommonlyusedinEnglish.e.g.1…soIurgedtheneighborhoodkidstocometomyhouseforsomeout-of-controlkid-centeredfun.out-of-controlkid-centeredfun=tohaveasmuchfunasthekidslikeout-of-control和kid-centered是復(fù)合形容詞moreexamples:up-to-date;color-coded;student-centered2.Usuallyveryagreeable,henowquitspeakingaltogetherandnoamountofwordscouldpenetratethevacantexpressionheworeonhisface.noamountofwordcouldpenetratethevacantexpressionheworeonhisface=nothingcouldchangetheemptylookonhisface3.Ihiredsomeonetolivewithhimanddrivehimtowork,butnomatterhowmuchItriedtomakethingsstaythesame,evenJimmygraspedthattheworldhe’dknownwasgone.nomatter(how,who,what,where,etc.)=however,whoever,whatever,whereverstaythesame=keepthingsastheyweregrasp=understand4.Justasmyfather’sdeathhadchangedtheworldovernight,September11thchangedourlives;theworldwe’dknownwasgone.“justas”=“inthewaythatsomeonesays,orinthesameconditionsomethingisin”.e.g.Justaswegainedfameinvictory,welostnothingindefeat.3.4WordsandExpressionsStep1.WordUsingChoosesomewordsforexplanationandpractice,suchasjusticen.e.g.Everyoneshouldbetreatedwithjustice.Atlastthecriminalsarebeingbroughttojustice.SeeTeachingProjectsformorewords.Step2.TranslationPleasetranslatethefollowingfromChinesetoEnglish.Seeprojects.Step3.OldtoNewPleasefindthewordsorphraseswiththesamemeaningasthewordsorphrasesgiven.Seeprojects.3.5IdeaSharingStep1.GroupworkStudentscanworkingroupbydiscoingthefollowingquestions.Whatis“l(fā)ove”likeinyourmind?Useonewordoronethingtodescribe“l(fā)ove”.Andwhyisthat?Shareyourthoughtswithyourgroupmembers.Step2.PresentationArepresentativefromeachgroupisgoingtoshowthegroup’sideaafterthediscussion.3.6WritingStep1.AProblem–Response–EvaluationStructure(SeeProjects).ThisisaverycommonlyusedstructureinEnglish.Normally,somepartofasituationisintroducedbeforetheproblem.Then,solutionsaretakentosolvetheproblem.Afterwards,someevaluationmightoccurintheactionstaken.Step2.Writingmodels(Seeprojects)Step3.Tipsforwritinga.understandingthesituationbeingfaced;

b.analyzingthespecificproblemtobetackled;

c.creating,analyzing,andrefiningasolution;

d.furtherevaluating,improving,andimplementing.3.7Assignments1).Writeaparagraphwithaproblem-response-evaluationstructure.Topics:a.TheFightAgainstAirPollutionb.Theregionhasbeenseriouslypollutedbyharmfulsmog2).ExerciseDoingDotheexercisesfromPages8to15II.SectionBTheFrameworkforLoveTeachingProcedures:1.ReadingSkills--ScanningStep1.ThewaystoscanScanningistoreadquicklyinordertolocateandfindapieceofinformationwithoutreadinginanydetail.Herearesomewaystoscan.Lookatthetitle.bookforthesubtitles(小標(biāo)題).Lookatpictures,charts,ordrawingsifthereareany.Lookatthefirstsentenceofeachparagraph.Step2.ScanningstepsDecideexactlywhatinformationyouarelookingforandthinkabouttheformitmaytake.Next,decidewhereyouneedtoread.Moveyoureyesasquicklyaspossibledownthepageuntilyoufindtheinformation.Whenyoufindwhatyouneed,donotreadfurther.Step3.Practice(Seeprojects)2.TextUnderstandingSeeprojectsforthestructureofthetext.3.NotestotheText-SentenceStructure3.1ActiveExpressionsFindouttheactiveexpressions:(Seeprojects)3.2FocusStudyButIwouldhedgetobet,thereisaframeworkyoumustlivewithintoletthisgiftthathasnorivalsmature.hedgetobet:daresaythisgiftthathasnorivals:thebestgift(love)letthisgift…mature:letlovedevelopfullySeeprojectsformoreexamples.4.WordsandExpressionsStep1.Learntousethefollowingwordsandexpressions.Lodge,inspire,rival,parallel,provoke,farewell,respective,mislead…intodoing,acknowledge,soar,Step2.ChinesetoEnglish5.IdeaSharingStep1.ExpressYourLoveGivenachancetoexpressyourlovetosomeonewhomyoudeeplylove,whatwaywouldyouliketouse?Whatdoyouwanttosay?Step2.GroupWork:DubbingYou’llseeaclassicalmovieclipfromAChineseOdyssey(大話西游)starredbyZhouXingchi.TranslatethescriptintoEnglishanddub.Unit2,Book3I.SectionA:IronandtheEffectsofExercise1.TeachingObjectives: Learnmoreaboutironandthebenefitsbroughtbyexercise.Developrelatedvocabulary.Writeanarticleinthecause-and-effectpattern. 2.TimeAllotment:SectionA(3periods):1st2ndperiod:Warming-upTextunderstandingNotestothetextWordsandexpressions,Ideasharing.3rdperiod:WritingSectionB(1period):4thperiods:ReadingSkills-DistinguishingbetweenfactsandopinionsTextunderstandingNotestothetextWordsandExpressionsIdeasharing3.TeachingProcedures:3.1Warming-upAskstudentstohaveanutritiondetectiveanddeterminewhichnutrientsdoweneed.3.2TextunderstandingStep1.Pre-readingAskstudentstoskimthetextintenminutes.Step2.QuestionaskingQ1.Whatistheuseofirontoourbody?Q2.Whatkindofpeoplemostlylackiron?Q3.Howdoesironinfluenceourbody?Q4.Whatcanyoueattogetiron?Step3.SummaryAskstudentstowriteasummaryofthetextwithabout100words,amongwhichoneofthestudentscanwriteonblackboard..3.3NotestothetextStep1.SentenceanalysisChoosesomesentenceswithappositive(同位語)foranalysistomakestudentsunderstandtheuseofappositivesinasentence,suchas…,saysRoseanneM.Lyle.SheisanassociateprofessoratPurdueUniversityThefirstandmostcommonishavinglowironreserves.Itisaconditionthattypicallyhasnosymptoms.Step2.SentencecombinationGivestudentssomesimplesentencestocombineintoonesentenceusingappositivestructure,suchasTheancientChinesewereapeopleofinventorsanddiscoverers.TheancientChinesewereapeopleofphilosophersandsoldiers.TheancientChinesewereapeopleofpoetsandcraftsmen.TheancientChinesegavetheworldmanyofitsmostusefulthings.StudentscanwritethesesentencesintooneTheancientChinese,apeopleofinventorsanddiscoverers,philosophersandsoldiers,poetsandcraftsmen,gavetheworldmanyofitsmostusefulthings.Step3.ParaphraseListsomesentencesandletstudentstodosomeparaphrase.(Seeteachingprojects)Step4.TranslationIntroducetheskilloftranslation—wordtransformation,thatishowtotransformawordfromanountoaverbintranslation,suchasForawomanwhoalreadyhasapoorironstatus,anyadditionalironlossfromexercisemaybeenoughtotipherovertheedgeintoamoreseriousdeficiency…(L27)tip…overtheedge:bringaboutanoticeablechange對于那些已經(jīng)缺鐵的女性，任何因鍛煉而產(chǎn)生的更多鐵離子流失都足以導(dǎo)致體內(nèi)缺鐵狀況的惡化。Thenaskstudentstodosometranslationbyusingtheskillofwordtransformation(Seeprojects)3.4WordsandExpressionsStep1.GlossaryListsomewordsandphrasesconnectedwithbodyparts.(SeeProjects)e.g.irondeficiency/ironloss缺鐵digestivesystem消化系統(tǒng)moleculesofbloodprotein血蛋白分子ironreserve鐵離子儲量Step2.WordUsingChoosesomewordsforexplanationandpractice,suchassupplementn.(L10)Translationamultiplevitaminandmineralsupplement復(fù)合維生素和礦物質(zhì)補(bǔ)劑aspecialsupplementtoamonthlyfinancialmagazine一份金融月刊的特別增刊Theyaredoingextrajobsoutsidetheirregularonestosupplementtheirincomes.除了常規(guī)工作外，他們還干些零活，以補(bǔ)充收入。除了常規(guī)工作外，他們還干些零活，以補(bǔ)充收入。SeeTeachingProjectsformorewords.3.5IdeaSharingStep1.InterviewStudentscanbeinterviewedinpairs,oneisadoctorandanotheractsasapatient.TheycanaskquestionslikeWhatareincludedinyourmeals?Pork,beef,fish,chicken,tofu,spinach,or…?Doyouliketohavesomedrinksduringyourmeal?Ifso,whatarethey?Haveyoueverhadanyironsupplement?Doyouoftendonateblood?Step2.PresentationMakeapresentationoftheironstatusofyourclassmatesandyoursuggestionsaccordingtoyourinterviews.3.6WritingWriteanarticleinthecause-and-effectpattern.(SeeProjects)3.7Assignments1.Writeashortcompositionusingthetextstructureofcauseandeffectwitthefollowingtopicsa.Reasonsforobesityb.Causesformyfearofthewater/fire/…2.ExerciseDoingDotheexercisesfromPage36to44II.SectionBDoesExerciseHaveUnexpectedBenefits?TeachingProcedures:1.ReadingSkills1.1DistinguishingbetweenfactsandopinionsAswelearnedinUnit2,Book1andUnit8,Book2,itisveryimportanttotellfactsfromthewriter’sopinionsduringthecourseofreading.Thenwhatarefacts?Andopinions?facts—whatreallyhappened;objective(客觀的)opinions—ideas,feelings,judgmentsorbeliefthatyougetfromfacts;subjective(主觀的)1.2ThebiggestdifficultyindistinguishingfactsfromopinionsWhenyouagreewiththewriter’sopinions,youmaytakethosesubjectivethingsforgranted,thatis,youmaymistakeopinionsforfacts!1.3Practice(SeeProjects)2.TextUnderstanding2.1Questionsandanswersa.Whatarethegeneralbenefitsofexercise(Para.1)?b.Whatisanotherbenefitofexerciseaccordingtotheauthor(mainideaofthetext)?2.2MatchingMatchtheexperimentswithratsandtheresultssoastogettheconclusions.(SeeProjects)2.3MultipleChoiceChoosethemostappropriateoneaccordingtothetext.(SeeProjects)3.NotestotheText-SentenceStructureForalongsentence,ifthesub-clauseistoolong,wecanusethestructureofinvertedpart,suchas“Incontrast,…possessedagreaterdensityofbloodvesselsinthebrainthandideitheroftheothertwogroupsofanimals.”(L15)than從句的主語較長或帶有長的修飾語時那么倒裝e.g.Ispendlessthandonineoutoftenpeopleinmyposition.我花費(fèi)的，比在我職位上十分之九的人少。4.WordsandExpressionsLearntousethefollowingwordsandexpressions.Succession,primary,provide,inresponseto,attribute,burnoffsteam,equip,alikeSeetheprojectsfordetailedexplanation.5.IdeaSharingBasedonthestudiesinthetext,giveaminipresentationonanyofthefollowingtopics:ThebenefitsofexercisetotheoldThebenefitsofexercisetotheyoungTherelationshipbetweenexerciseandagingUnit3,BookThreeI.SectionA:WherePrinciplesComeFirst1.TeachingObjectives: Toknowthemeaningandusageofsomeimportantwords,phrasesandpatterns Tobefamiliarwiththewritingskillsofthetextandmakeuseofitinwriting ToimproveSsreadingskillsbystudyingsectionB Torespondandcooperatewithclassmateswillingly ToparticipateactivelyToreadsentencesandtextswithproperintonation Towritesmoothlyandlegibly2.TimeAllotment:SectionA(3periods):1rdperiod:Pre-readingactivities(culturalbackgroundinformation;theme-relatedquestionsforwarmingup;)2st3ndperiod:While-readingactivities(usefulwordsandexpressions;difficultsentences;textstructure;mainideas)Post-readingactivities(comprehensionquestions;exercises)SectionB(1period):4thperiods:Practiceofthereadingskill(Makingpredictions);TchecksonSs’homereadingbyaskingcomprehensionquestionsbasedonthepassage;Texplainssomedifficultsentences.3.TeachingProcedures:3.1Pre-readingActivitiesStep1GreetingsGreetthewholeclassasusual.Step2.Review1.Askstudentssomequestionstoreviewthelastlesson〔showthemonthescreen〕.2.Checkthehomework.Topics1.ThecurriculumdesignofPurdue2.discusswhatcontributestogoodhealth.Purposes1.TodevelopSs’onlinelearningability2.ToimproveSs’abilitytoretrievetherelevantinformation3.TostimulateSs’psychomotorthinking

4.ToarouseSs’interestinlearningtheunitMethod:Talkingroups;Usetask-basedlanguageteachingmethod,communicativeapproach,andaudiolingualmethod.Step3.Lead-inandpreparationforreadingShowtheSssomepicturesandbackgroundgroundinformationonthetext.LetSstalktoeachotheraboutthetopiconthescreen.1.whataretheprinciples?Teachstudentsthemeritofsuchvaluesastruch,courage,integrity…andacademicachievementnaturallyfollows.Preparekidsforawayoflifebycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.2.whatistheHydeItisfamousforitsworkwithtroubledyoungsters.3.whatisinner-cityschool?Schoolsthatarelocatedintheolder,centralpartofacity,whichistypicallycharacterizedbycrowedneighborhoodsinwhichlow-income,oftenminoritygroupspredominate.4.whatarethebeneficialresultsoftheHydeTheteachersbegintofocusonhavingafruitfulrelationshipwitheachstudent.Theteacher-studentrelationshipistakeneenfurtheratHyde.Thestudents,forexample,JimmyDiBattistahadbeenturnedpositive.Step4.PreparationfordetailsofthetextonthescreenSsarerequiredtolookatthewordsandPhrasesonthescreenandgiveabriefpresentationinclass.WordsandPhrases:Purpose:TraintheSs’abilityofunderstandingandusingforeignlanguage.Method:Talkingroups,Usetask-basedlanguageteachingmethod,communicativeapproachandtotalphysicalresponsemethod.1〕publicitya)[u]publicnoticeorattention

e.g.Thecompany’scontinueduseofsuchdangerouschemicalhasattractedalotofnegativepublicity.這個公司繼續(xù)使用這樣的危險化學(xué)品招來了不少批評。b)[u](businessof)providinginformationinordertoattractpublicattention

(商業(yè))廣告，宣傳e.g.Theconcertwasn’tgivenmuchadvancepublicity,somanyticketsremainedunsold.音樂會事先沒有做很多宣傳，所以許多票沒有賣出去。2)Comprehensiveadja)ofbroadscopeorcontent;includingallormuchb)(ofacarinsurancepolicy)providingprotectionagainstmostrisks,includingthird-partyliability,fire,theft,anddamagec)havingtheabilitytounderstandd)of,relatingto,orbeingacomprehensiveschooln.shortforcomprehensiveschoole.g.Comprehensivearrangementforseriousdisease

大病統(tǒng)籌acomprehensivetest綜合訓(xùn)練comprehensibleadjcapableofbeingcomprehendede.g.Itiscomprehensibletoordinaryminds.

這是普通人都能理解的。3)cultivatea)developandimprove培養(yǎng)e.g.Atthisschoolweaimtocultivatethemindsofallthechildrenweteach.在這所學(xué)校我們旨在陶冶學(xué)生的心靈。b)prepareanduse(land,soil,etc.)forgrowingcrops耕種e.g.Hecultivatedthefieldwithalargetractor.他使用一臺大型的拖拉機(jī)耕地。4)Suspend:vt.a)stopordelaysth.foratimee.g.Somerailservicesweresuspendedduringthestrike.罷工期間，有些鐵路效勞終止了。b〕hangsth.upe.g.Alampwassuspendedfromtheceiling.天花板上吊著一盞燈。c〕sendsb.awayformhis/herschool,job,position,etc.foraperiodoftime,usu.asapunishmentfordoingsth.Bade.g.Hewassuspendedformschool.他被開除離校。e.g.Shewassuspendedfromherjobshortlyaftertheincident.事故發(fā)生后不舊久，她就被開除了。5)admission:n.a)permissiontoenteraschool,aclub,apublicplace,etc.Allthosewhowerenotwearingatiewererefusedadmissiontotheclub.凡不帶著帶的人都不允許進(jìn)入俱樂部。b〕theamountofmoneythatonepaystoenteraplaceThemuseumcharges$5admission.博物館的門票是5元。c〕astatementthatsth.,usuallyunpleasant,istrueIviewedhersilenceasanadmissionofguilt.我認(rèn)為她的沉默就說成認(rèn)有罪。Compare：admissionandadmittanceAdmittance:n.(fml.)beingallowedtoenteraplace(esp.aprivateone);therighttoenterThejournalisttriedtogainadmittancetotheminister’soffice.記者力爭獲得進(jìn)入部長辦公室的權(quán)利。Noadmittance.禁止入內(nèi)。6)cursev.a)swearatsb.Orsth.;useruelanguagetoexpressone’sangerHedroppedthebox,cursed,andbegantopickupthecontents.箱子掉了下來，他罵了一聲，然后開始撿散落的東西。Theycursedthetraffic,realizingtheywouldbelate.意識到他們有可能會遲到，他們開始咒罵交通情況。b〕useawordorwordstoexpressanevilwishShecursedhisfamily.她詛咒他的家庭。cursen.a)awordusedforexpressinganger;aswearwordHeutteredacurse.他罵了一聲。b〕awordorwordsexpressingthewishthatsth.terriblewillhappentosb.Thewitchputacurseonhim.這巫婆對他下了咒。Thefamilyseemedtobeunderacurse.這家人好似被人詛咒了。7)tobeassociatedwith與······相關(guān)Peopleoftencomplainaboutthementalstrainassociatedwithmodernlife.人們經(jīng)常抱怨現(xiàn)代生活給他們帶來的精神壓力。8)tobescheduledto(某事)方案Thisschool’sneweducationalreformprojectisscheduledtobestartedupinthreemonths.這個學(xué)校新的教育改革工程定于三個月后啟動。9)overparents’protests不顧家長們的抗議Thenursegavetheboyaninjectionoverhisprotest.護(hù)士不顧男孩的抗議給他打了一針。10)thequestfortruth對真理的追求Therewillbenolimittoourquestforabetterlife.我們對美好生活的追求將是無止境的。11)toputone’sbesteffortforth/todoone’sutmost全力以赴Iwillputmybesteffortforthifitisforthesakeofmymotherland.為了祖國的利益，我定會全力以赴。12)tobemeasuredby…,not…由······來衡量，而不是由······來衡量Thevalueofone’slifeshouldbemeasuredbyhowmuchgoodhedoestosociety,nothowlonghelivesintheworld.一個人生命的價值應(yīng)由其對社會的奉獻(xiàn)大小來衡量而不應(yīng)由其生命的長短來衡量。13)completewithEnglish

包括英語學(xué)習(xí)Thereisagoodhotelnotfarfromthecity,completewithaswimmingpoolandagardenleadingtothebeach.離城不遠(yuǎn)有個很好的旅館，帶有游泳池和通向海灘的花園。14)attheoutsetofsth.

在(某事的)一開始Thecommitteedidnotrunintoanydifficultyfromtheoutsetoftheinvestigation.委員會從調(diào)查的一開始就未遇到任何困難。15)kindofsortofI’mnotsurewhy,but,Ifeelkindofsorryforhim.不知為什么我有點為他感到惋惜。Step5.TextStuctureAnalysisLookatthestuctureofthetextonthescreen.Makethestudentclearaboutthetext.Textstructure:(structuredwriting)Purpose:Improvethestudents’readingandwritingabilityandunderstandthegeneralideaofeachparagraph.Method:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.WherePrinciplesComesFirst↓Quertion1:Whataretheprinciples?Teachstudentsthemeritofsuchvaluesastruth,courage,integrity…andacademicachievementnaturallyfollows.Preparekidsforawayoflifebycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.↓Question2:AretheHydeprinciplesacceptedbyotherschools?TheeffortstomaketheCharacterFirstideaacceptedbypublicschools:∣FailureinspreadingtheHydeprinciples:ThefirstHydepublicschoolprogramopenedinSeptember1992,whichwassuspendedwithinmonths.Reasons:teachersprotestedtheprogram’sdemandsandthestrainassociatedwithmoreintensework..TheHydeSchoolprinciplesbeingappreciated:theHydeFoundationopenedanotherprograminapublichighschoolinthesuburbsofNewHaven,↓Question3:WhatarethedetailedprinciplesorapproachesadvocatedbytheHydeTheHydetheschoolassumes:Everyhumanbeinghasauniquepotentialbasedoncharacter,notintelligenceorwealth.conscienceandhardworkarevalued.successismeasuredbygrowth,notacademicachievement.studentsarerequiredtotakeresponsibilityforeachother.Coursesandmanagement:Theschoolprovidespreparationforcollege,withacurriculumcompletewithEnglish,history,mathandscience.allstudentsarerequiredtotakeperformingartsandsports,andtoprovideacommunityservice.foreachcourse,studentsgetagradeforacademicachievementandfor“besteffort”.akeyingredientintheHydemixtureisrequiringcommitmentandparticipationfromparentsdifficultiesoccurincarryingouttherequirementsoncetheparentsareconvinced,Hyde’srequirementsoncetheparentsareconvinced,Hyde’srequirementofparents’participationshouldworkwellinpublicschools.

↓Question4:WhatarethebeneficialresultsoftheHydebeneficialresultsfortheteachersaswellasthestudentsforthestudents:Beneficialresultsfortheteachers:beginningtofocusonhavingafruitfulrelationshipwitheachstudent.theteacher-studentrelationshipistakenevenfurtheratHyde:Facultyevaluationsareconductedbythestudents.Beneficialresultsforthestudents:Oneexample:JimmyDiBattista,19,whohadseenhisfutureasjail,notcollege,hadbeenturnedpositive.Nowheplanstoattendauniversity.3.2While-readingActivitiesStep6.IntensivereadingSsareaskedtoreadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.Duringthereading,thereisanexplanationforthefollowingpoints:LanguagePoints:1)HydeSchoolfounderJosephGauldclaimssuccesswiththeprogramatthe$18,000-a-yearhighschoolinBath,Meaning:JosephGauld,thefounderoftheHydeSchool,declaresthattheprogramatthehighschoolinBath,2)Wedon'tseeourselvesasaschoolforatypeofkid,…(Para.2)Meaning:Inouropinion,ourschoolisnotaschoolforaparticulartypeofstudents,…see…as:considersb.orsth.tobe

Doyouseethenewleaderasthehopeofthecompany?你認(rèn)為新領(lǐng)導(dǎo)是公司的希望嗎？

Mostpeopleseehisactionaspossiblydangerous.多數(shù)人認(rèn)為他的行動可能很危險。

Whyaredeafchildrensooftenseenasstupid?為什么聾啞兒童常常被認(rèn)為是傻子？

Herquestionswereseenasinterruptingtheclass.她不時的提問被認(rèn)為是打斷講課。3)Now,JoeGauldistryingtospreadhiscontroversialCharacterFirstideatopublic,inner-cityschoolswillingtousethetaxdollarsspentonthetraditionalprogramforthenewapproach.(Para.3)Meaning:NowJoeGauldistryingtospreadhisideathatcharactercomesfirst—anideathathascausedmuchpublicdiscussionanddisagreement—toinner-citypublicschoolswhichusedtospendthetaxdollarsonatraditionalprogrambutnowarewillingtospendthemoneyonthenewprogram.

NotethatJoestandsforJoseph.Thisistheso-called“petname”—anamethatisgiventosomeonewhomonespeciallylikesorloves,usedinsteadofthatperson’srealname.OtherexamplesareRickstandingforRichard,TomstandingforTommy,BillstandingforWilliam,etc.4)LasFall,theHydeFoundationopenedamagnetprogramwithinapublichighschoolinthesuburbsofNewHavenMeaning:LastFall,inspiteofprotestsfromparents,theHydeFoundationopenedanattractiveprogramwithinapublicschoolinthesuburbsofNewHaven,Amagnetprogramisonethatattractsstudentsbyofferinguniqueopportunitiesforin-depthexperiencesandstudyinspecificeducationalfields.5)AsinMainethequestfortruthisalsowidespreadattheschoolinConnecticut.(Para.5)Meaning:ThesearchfortruthisprevailinginMaine,andthesamethinghappensattheschoolinConnecticut.

Pleasenotethathere“as”isusedtocomparesituations(orsometimesactions)bysayingthattheyaresimilar.Forexample:

InGreece,asinItaly,theyusealotofoliveoilincooking.與在意大利一樣，在希臘，人們做飯時用很多橄欖油。

In1939,asin1914,therewasagreatsurgeofpatrioticfeeling.與1914年一樣，1939年也出現(xiàn)了一股狂熱的愛國潮。6)Ichallengethat.Youdidn'tdoeitheryourgrammaroryourspellinghomework.(Para.7)Meaning:Idon'tagree.Youdidn'tdoyourgrammarexercises,nordidyoudoyourspellinghomework.7)TheHydecurriculumissimilartoconventionalschoolsthatprovidepreparationforcollege,completewithEnglish,history,mathandscience.(Para.13)Meaning:ThesubjectsthattheHyde8)CommitmentamongparentsisakeyingredientintheHydemixture.(Para.14)Meaning:Parents’devotionisanimportantelementintheHydeprogram.Here“mixture”referstotheHydeprogramthatinvolvesnotonlystudentsandteachersbutalsoparents.9)Theprocessforpublicschoolparentsisstillbeingworkedout,withalotmoredifficultybecauseitisdifficulttoconvinceparentsthatitisworthwhileforthemtoparticipate.(Para.15)Meaning:Publicschoolsaretryingtodevelopwaysforstudents’parentstoparticipateinschoolactivities,butfinditmuchmoredifficultbecauseit’sdifficulttomaketheparentsbelievethattheirparticipationwillbegoodforthemandtheirchildren.Worthwhile:a.worthdoing;worththemoney,timeoreffortthatisspentWorkingforsolittlemoneyjustisn’tworthwhile.為這么一點錢工作不值得。10)Icamehereandtheysaid,“Wekindoflikethatspirit.Wedon’tlikeitwiththenegativeattitudes.Wewanttoturnthatspiritpositive.”(Para.19)Meaning:Icametothisschoolandtheysaid,“welikethatspirit.Butwedon’tlikethenegativepartofit.Wewanttomakethatspiritpositive.”Kindof:〔spoken〕slightly;tosomeextentI’mkindofworriedabouttheinterview.我對面試有些擔(dān)憂。Kindof&sortofSentenceslike“Thosekind/sortofquestionsareverydifficult.”Arecommoninspeechbutinwritingitisbettertousethisform:Thatkind/sortofquestionisverydifficult.Ininformalconversation“kindof”and“sortof”canbeusedtoshowthatyouarenotsureorhavedoutsaboutsomething.“didhehelpyou?”“Well,kindof.”Inveryinformalspeech.,“kindof”and“sortof”aresometimesusedwithoutanyparticularmeaning.Hesortofcameuptomeandpushedme.SoIkindofhithimintheface.他湊到我面前推我，于是我給了他一記耳光。3.3Post-readingActivitiesStep7.ConsolidationRetellthepassageaccordingtothetopicsentences.ThemeritofsuchvaluesAcademicachievementCultivatingacomprehensivesetofprinciplesControversialc