Electronic Teaching Portfolio

Book One

Unit Two: Learning a Language

Part I Get Started

Section A Discussion

▇ Sit in groups of threes or fours and discuss the following questions.

1. Do you think it is necessary to learn another language besides your mother tongue?

2. How long have you learned English? Do you think English is very difficult to learn?

3. If possible, what other foreign languages do you want to learn? Why?

4. Speaking from your own experience, what effective ways would you like to suggest to help others learn English?

▇ Answers for reference:

1. Open.

2. Open.

3. Open.

4. Open.

Section B Quotes

▇ Study the following quotes about language learning. Do you accept the ideas expressed in the quotes? State your reasons.

▇

Goethe

⊙Whoever is not acquainted with foreign languages knows nothing of his own.

— Goethe

Interpretation:

Learning a foreign language is comparable to a journey of discovery. One needs to be familiar with some foreign languages in order to understand his or her own native language.

About Johann Wolfgang von Goethe (1749-1832): a German poet and scientist, and one of the best known writers of plays and books of all time, known especially for his play Faust (《浮士德》).

Walt Whitman

⊙Language is not an abstract (抽象的) construction of the learned (有学问的人), or of dictionary-makers, but is something arising out of the work, needs, ties, joys, affections, tastes of long generations of humanity, and has its bases broad and low, close to the ground.

— Walt Whitman

Interpretation:

Language is not something produced from nowhere by the intellectuals or dictionary-makers. Rather, it is something coming from the commonplace activities and emotions of many generations of human beings, including their work, needs, relationships, happiness, love and preferences. Language is broadly and deeply rooted in these common happenings.

About Walt Whitman (1819-1892): a US writer known for his poetry about the beauty of nature and the value of freedom. He is regarded as one of the greatest and most influential US poets, and his best-known work is Leaves of Grass.

David Beckham

⊙I haven’t conquered Spanish yet. I’m learning and understand what’s said during training. I’m progressing little by little. Spanish is very difficult for me, although I am getting used to it. I am making an effort. It’s complicated. But if I can conquer Spanish, it will have been a great achievement.

— David Beckham

Interpretation:

Here Beckham, the world-famous football star, shares with us his experience in learning a foreign language. From what Beckham says, we can see that learning a foreign language is difficult for everyone. But if we make an effort, we can conquer it. As the saying goes, where there is a will, there is a way.

About David Beckham (1975- ): David Beckham became known as a football talent at the age of 11. He joined Manchester United as a professional midfielder (中锋) in January 1993. In June 2003, he moved to Spain and joined Real Madrid. A footballer with an amazing ability to score goals and get the crowd on its feet, Beckham is now well known as one of the best football players of the world.

Section C Watching and Discussion

Watch the following video clip “Why is learning English important” and do the tasks that follow:

插入视频片段： “Why is learning English important.flv”

1. Fill in the missing words according to what you hear from the video clip.

It’s true English is only the third most commonly spoken language in the world today. But when it comes to a second language, more people want to learn English than all other languages combined. Estimates indicate that as many as 2 billion people worldwide are either studying English or would like to learn English. That’s because English is recognized as the language of the Internet, commerce, medical and scientific research and many other fields. Learning English opens the door to a better life.

2. What, in your opinion, are the possible reasons for people to learn English?

Possible reasons may include the following:

● hoping to land a better job;

● hoping to travel to English-speaking countries;

● hoping to appreciate great literary works in English in their originals;

● enjoying learning a language;

……

Script：

Are you looking for a brighter future? Would you like the chance to learn a skill that will change your life and make it better? English is affordable, accessible, even fun. Of the 7 billion people on the earth today, would you believe only less than 10% of the world’s population speaks English as their native language? It’s true English is only the third most commonly spoken language in the world today. But when it comes to a second language, more people want to learn English than all other languages combined. Estimates indicate that as many as 2 billion people worldwide are either studying English or would like to learn English. That’s because English is recognized as the language of the Internet, commerce, medical and scientific research and many other fields. Learning English opens the door to a better life.

Part II Listen and Respond

Section A Word Bank

You will listen to what a student from Argentina (阿根廷) says about learning foreign languages. The words and phrases in the box may be of some help to you.

Section B Task One: Focusing on the Main Ideas

▇Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.

1. In this monologue (独白) Alberto tells us that ________.

A) he is interested in language research

B) he is good at Chinese and German

C) he has a degree in political science

D) he wants to be a language teacher

2. According to Alberto, he is not very good at ________ in learning foreign languages.

A) verb tenses

B) reading speed

C) speaking

D) spelling

3. To learn a foreign language well, Alberto strongly emphasizes ________.

A) watching TV in that language

B) reading extensively in that language

C) communicating with native speakers

D) reading about the culture of that language

4. In this monologue Alberto talks about all of the following EXCEPT ________.

A) why he likes to learn foreign languages

B) when he first started learning a new language

C) why learning foreign languages is necessary

D) some helpful ways he finds in learning a new language

5. One of the reasons why Alberto learns multiple languages is that ________.

A) he has a natural talent in learning languages

B) he can study political science in greater depth

C) he is attracted by the beauty of different languages

D) he can broaden his mind by knowing more languages

▇ Key:

1. C) 2. A) 3. B) 4. B) 5. D)

Section C Task Two: Zooming In on the Details

Listen to the recording again and fill in each of the blanks according to what you have heard.

1. Alberto has started learning ____________, ____________, Portuguese and ____________, and he would also love to learn ____________ and ____________ in the near future.

2. Alberto is confident that ____________ he can overcome the difficulties he encounters in learning new languages.

3. According to Alberto, learning a new language besides one’s ____________ can be useful, especially in a world where distances ____________ and people from different countries communicate with each other ____________.

4. He recommends (推荐) three good ways of language learning. They are:
a. ____________;
b. watch a lot of television in that language; and
c. ____________.

5. He also mentions three other things that are helpful for learning a language. They are:
a. ____________;
b. vocabulary books; and
c. ____________.

6. Finally Alberto says learning a language might seem a little ____________, or even strange, but one will get used to it. Though the learning process is long and it ____________, it is also ____________.

▇ Answers for reference:

1. Alberto has started learning English, French, Portuguese and Italian, and he would also love to learn Chinese and German in the near future.

2. Alberto is confident that with time and practice he can overcome the difficulties he encounters in learning new languages.

3. According to Alberto, learning a new language besides one’s mother tongue can be useful, especially in a world where distances are shortened and people from different countries communicate with each other more frequently.

4. He recommends (推荐) three good ways of language learning. They are:
a. read a lot;
b. watch a lot of television in that language; and
c. listen to CDs.

5. He also mentions three other things that are helpful for learning a language. They are:
a. good dictionaries;
b. vocabulary books; and
c. the Internet.

6. Finally Alberto says learning a language might seem a little difficult at first, or even strange, but one will get used to it. Though the learning process is long and it never ends, it is also highly enjoyable.

Script:

Hello, I’m Alberto. I’m a student of English, French, Portuguese and Italian. I would also love to learn Chinese and German in the near future. My mother tongue is Spanish and I have a degree in Political Science. I love to learn new languages, because I think it broadens my mind. Even though I still have some difficulty with verb tenses, I’m confident that with time and practice I’ll cope with them. I believe learning a new language besides your mother tongue can be useful, especially in a world where distances are shortened and people from different countries communicate with each other more frequently. Learning a new language can be a good experience, but only if you keep in mind that nothing is obtained without some effort. In my opinion, the best way to learn a language is to read a lot. It doesn’t matter what you read, but that you do it. Even if you don’t understand everything, your reading comprehension skill will improve remarkably. Also, if possible, watch a lot of television in that language, or listen to CDs. Maybe at first you won’t understand a word, but later you’d catch on to the rhythm of the language. Good dictionaries are necessary, and books regarding vocabulary can be a plus. The Internet is also a useful tool. The language you choose to learn might seem a little difficult at first, or even totally strange, but you’ll get accustomed to it. Remember that the learning process is long, and that it never ends. However, it is also highly enjoyable.

Part III Read and Explore

Text A

Section A Discovering the Main Ideas

Exercise 1: Answer the following questions with the information contained in Text A.

1) According to Will Pidcroft, the writer of this text, can English be mastered within a very short period of time? Does he provide any evidence to support his view?

2) Does he support the idea that a language is best learned where it is spoken?

3) What is the belief held by behaviorists in terms of language learning?

4) What does Pidcroft say about one’s interest in language learning?

5) What distinguishes human beings from parrots and chimpanzees according to Pidcroft?

▇ Answers for reference:

1) No, Will Pidcroft doesn’t think that English can be mastered within a short period of time. He says that in fact English is not that easy to learn; otherwise, he wouldn’t be working as an English teacher any more as there would be far less demand for trained English teachers.

2) Yes, he does.

3) Behaviorists believe that language learning is a kind of habit formation. So they are fond of making students repeat phrases and do exercises where they continually have to change one word in a sentence. They assume that people learn things very much like parrots and chimpanzees.

4) Pidcroft thinks that interest is a very important factor in language learning. No one can ever learn to speak English or any other language unless he or she is interested in it.

5) Parrots and chimpanzees make noises that are meaningless while the speech sounds human beings make are meaningful and they can relate them to their own lives. In other words, human beings use language to communicate.

Exercise 2: Write down the main idea of each paragraph in the space provided.

1) Para. 1: Advertisements often give the false impression that learning English is easy and does not need much effort.

2) Para. 2: There is no such thing as a good method that suits all students in every situation.

3) Para. 3: People used to believe that the only way to learn a language was to spend a lot of time in a country where it was spoken. The other extreme is that some think that they can learn a foreign language at home relying solely on dictionaries.

4) Para. 4: Teaching methods based on the behaviourist theory may not work, as human beings are not parrots or chimpanzees.

5) Para. 5: Interest is the key to learning a language, which is a means of communication.

6) Para. 6: To learn a language well, it is important that we have other people to talk to and listen to.

Section B In-depth Study

As English is becoming an international language and thus a useful tool for people in the world to communicate with one another, more and more people are learning English. And they naturally hope that they can become competent users of this language within the shortest possible time. But are there easier, quicker ways to master English? Read the following essay and see what a language teacher has to say.

A Language Teacher’s Personal Opinion

Will Pidcroft

1 Every day I see advertisements in the newspapers and on the buses claiming that it is easy to learn English. According to these advertisements, with very little effort on the student’s part, he will be able to speak the language fluently in three months or even ten days. There is often a reference to William Shakespeare or Charles Dickens to encourage him even more . When I see advertisements like this, I don’t know whether to laugh or cry. If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed. But a large number of people must believe these ridiculous claims, or else the advertisements would not appear.

2 It is natural for students to be attracted to methods that will teach them as quickly and efficiently and cheaply as possible. But it is difficult for anyone to explain in simple language why one method is better than another, and it is no use pretending that anyone has discovered a perfect way of teaching English in every possible situation. Some experts even argue that there are as many good methods of teaching a language as there are good teachers, because every teacher is an individual with his own personality. No doubt this is true to a certain extent, but it is not very helpful to students.

3 For a long time people believed that the only way to learn a language was to spend a great deal of time in a country where it was spoken. Of course it is clear that students who go to England, America, or Australia to learn English have a great advantage over others, but a large number of students cannot afford to do so. Some students go to the opposite extreme and think they can teach themselves at home with dictionaries. But it is wrong to assume that each word in English has a precise equivalent in another language and vice versa , and it is impossible for any translation method to provide students with the natural forms of a language in speech, let alone produce good pronunciation and intonation.

4 A great deal of teaching is still based on behaviorist psychology. Behaviorists are fond of making students repeat phrases and making them do exercises where they continually have to change one word in a sentence. If we were parrots or chimpanzees, these methods might be successful. A large number of theorists seem to think it is a pity we aren’t, because it would make it easier to use their methods.

5 In my personal opinion, no one can ever learn to speak English or any other language unless he is interested in it. Human beings, unlike parrots and chimpanzees, do not like making noises unless they understand what the noises mean and can relate them to their own lives. It is worth remembering that language is a means of communication. What people want to say and write in another language is probably very similar to what they want to say and write in their own. What they listen to and read cannot be a formula . It must be real.

6 There is another relevant point worth mentioning here. We need other people to talk to and listen to when we communicate. If what we are learning is strange to us, it will be helpful if there are other students around us who can work with us and practise the unfamiliar forms with us in real situations, talking to each other about real life in real language.

▇ 课文参考译文

一名语言教师的个人看法

威尔·皮德克罗夫特

1 我每天都会在报纸上、公共汽车上看到各种广告，声称轻轻松松就能学好英语。按照这些广告的说法，学生不必费什么力气，要说一口流利的英语只需短短3个月,甚至10天就行。广告还常常提到威廉·莎士比亚和查尔斯·狄更斯等英语文学大师的名号进一步激励学生。每当看到诸如此类的广告时，我真是哭笑不得。如果学英语真像这些广告所说的那么轻松，我恐怕得另谋出路了，因为不需要那么多合格的英语教师了。但是肯定有许多人相信这些可笑的噱头，不然的话这些广告也不可能出现。

2 学生们喜欢实惠的速成学习方法也在情理之中，但要用浅显易懂的语言去解释为什么某一方法比另一方法更有效并不是一件简单的事，而且也无需装模作样地声称有什么人已经找到了一个万能的适合所有学习环境的教学方法。一些专家甚至认为，有多少个好老师就有多少种好的教学方法，因为每一个老师都有其自身的特点。这种说法无疑是有几分道理的，但对学生来说不是很有帮助。

3 有很长一段时间，人们认为学好一门语言唯一的方法就是去使用那种语言的国家待上一段时间。当然去英国、美国、或者澳大利亚等国家学英语的学生肯定比那些不能去的学生具有很大优势，但是很多学生支付不起那笔费用。有些学生走向另一极端：他们认为可以借助词典在家自学。如果你认为英语中的每一个词在另一语言中都有完全对等的词，那就错了，反之亦然。通过翻译法来给学生讲解口语的自然形式是不可能的，更不要说做到语音、语调地道了。

4 现在大量的教学活动还是建立在行为主义心理学的基础之上。行为主义者热衷于让学生复述短语，不断做一些只需更换句中某个词的练习。假如我们是鹦鹉或黑猩猩，那这些方法或许能奏效，可惜我们不是，这似乎让很多理论家引以为憾，否则他们提出的那些方法用起来就会容易得多了。

5 我个人认为，假如没有兴趣，任何人都不可能学好英语或其它任何语言。与鹦鹉或黑猩猩不同，人类不会无缘无故地发出噪音，除非他们明白这些声音是什么意思，并且能将其与自己的生活联系起来。值得牢记的是：语言是一种交际手段，人们在母语中怎么说怎么写，用另一种语言表达时也大同小异。因此，人们所听所读的不应该是程式化的东西，听的读的材料必须真实自然。

6 还有一个相关的问题值得一提：在交际时我们需要有交谈或倾听的对象。在学习较生疏的内容时，如果身边的其他学生能和我们在中一起学习，一起练习那些陌生的语言形式，用真实的语言去谈论真实的生活，那一定会受益匪浅。

Good Usage （Para. 1）

according to these advertisements

with very little effort on the student’s part

a reference to William Shakespeare or Charles Dickens

I don’t know whether to laugh or cry

ridiculous claims

or else

Good Usage (Para. 2)

as quickly and efficiently and cheaply as possible

in simple language

it is no use pretending

in every possible situation

there are as many good methods of teaching a language as there are good teachers

an individual with his own personality

no doubt (that)

to a certain extent

Good Usage (Para. 3)

have a great advantage over others

afford to do

go to the opposite extreme

it is wrong to assume that .

a precise equivalent

vice versa

provide students with .

let alone

Good Usage (Para. 4)

is based on

are fond of making students repeat phrases

if we were parrots

it is a pity

Good Usage (Para. 5)

in my personal opinion

unless he is interested in it

relate them to their own lives

It is worth remembering that language

… is a means of communication.

is very similar to

Good Usage (Para. 6)

another relevant point worth mentioning

we need other people to talk to and listen to when …

Key Words and Expressions for Text A

personal a.

[no comp.] concerning, belonging to, or for the use of a particular person; private [无比较级]个人的；私人的

e.g. 1. Please do not take what I said too seriously; it was just my personal opinion.

2. I don’t want to have a hand in his personal affairs.

我不愿意过问他个人的事。

CF: personal, private, individual

这些形容词均含“个人的，私人的”之意。

personal指属于或关于某人或某些特定的人，以区别于其他人。例如：

He learned this lesson the hard way — from his own personal experience.

private指属于私人所有或具有私营性质，以区别于集体或公共的，有时含不公开的意味。例如：

His children go to a private school.

individual与“集体的”相对，指“个别的”或“个体的”。例如：

They wait for the group to decide rather than making individual decisions.

claim vt.

declare to be true; state, esp. in the face of opposition; maintain(尤指面对反对意见)断言；声称；主张

e.g. 1. I don’t claim to be an expert, but I did study the subject when I was a university student.

2. They claim to have discovered a cure for the disease.

他们声称已经发现了治疗此病的一种药物。

n.

a statement that sth. is true or real, esp. one that other people may disagree with 声称；（尤指他人可能反对的）主张；断言

e.g. 1. Janet made a claim at our meeting — she wanted to have an office entirely to herself.

2. Though the work is broad in scope, it makes no claim to completeness.

尽管该作品涉及面很广，但它并不追求面面俱到。

on one’s part

of or by sb. 在某人一方；就某人而言

e.g. 1. It was an error on my part; I do feel sorry about that.

2. A frank question on his part led to a frank answer on mine.

他问题提到直率，因此我也回答得坦诚。

qualified a.

having suitable knowledge or qualifications, esp. for a job 有资格的，适合的，胜任的

e.g. 1. What makes you think that you are qualified for this job?

2. He is recognized to be a qualified announcer.

他被认为是合格的播音员。

ridiculous a.

derog deserving ridicule; silly or unreasonable 〖贬〗可笑的；荒谬的

e.g. 1. Don’t be ridiculous! You can’t pay $ 50 for a T-shirt like this.

2. I’m glad that ridiculous plan has finally been laid to rest.

我很高兴那个可笑的计划终于被取消了。

or else

otherwise; if not 否则；不然的话

e.g. 1. We must be there by six, or else we’ll miss the beginning of the movie.

2. He must be teasing, or else he’s mad.

他一定是在开玩笑, 不然他就是疯了。

natural a.

of or being what exists or happens ordinarily in the world, not caused, made or controlled by people 自然的，天然的；非人力所为的

e.g. 1. Tommy has the natural gifts of a football player.

2. Social problems cropped up in the wake of natural disasters.

自然灾害之后，出现了许多社会问题。

CF: normal, natural

这些形容词均含“规则的，正常的，正规的”之意。

normal：指不超过某种限度、符合某种标准或常规。例如：

Our telephone lines are open during normal office hours.

natural：侧重某人或某物的行为符合其固有特性。例如：

Parents’ natural desire to protect their children should be counterbalanced by the child's need for independence.

it’s no use doing sth.

there is no point in doing sth. because it will not be successful or have a good result 做……没用处的，无益的

e.g. 1. It’s no use arguing with him any more; he is stubborn and would not listen to anyone.

2. It’s no use weeping over what can't be helped.

对于无能为力的事哭也没用。

argue vt.

give reasons why one thinks sth. is right or wrong, true or not true, especially persuade people that one is right 提出理由（企图）证明；（坚决）主张，认为

e.g. 1. She argued that all our efforts would be a waste of time.

2. Why do you always argue against me?

你为什么老说我的不是？

CF: argue, quarrel, debate, discuss

这些动词均含“辩论，争论，说理”之意。

argue指提出理由或证据为自己或自己一方的看法或立场辩护，着重说理、论证和企图说服。

quarrel指两人之间或两个团体之间不友好的、吵吵嚷嚷地大声争论某事，尤指“吵嘴、吵架”。

debate侧重指意见等对立的双方之间正式或公开的争辩。

discuss最常用词，指就某一或某些问题表明观点、看法等，以便统一认识，解决问题。

individual n.

a single person or thing, considered separately from the class or group to which he, she, or it belongs 个人，个体

e.g. 1. The rights of the individual in a society are not unlimited.

2. He is an unimaginative individual who does everything by the book.

他是个一切照章办事、缺乏想象力的人。

no doubt

almost certainly, very probably 多半；很可能；必定

e.g. 1. No doubt Mary will call us when she gets there.

2. There can be no doubt that they will finally win out.

毫无疑问，他们会获得最后胜利。

to an / some / what / a certain / such an / extent

to the degree specified 到某种（什么/一定的/这样的）程度

e.g. 1. I do agree with you to a certain extent, but you need to speak to Jane about the matter.

2. Language is a reflector of a society to some extent.

从某种程度上来说，语言反映了社会。

have an advantage (over)

sth. that may help one to be successful or to gain a favorable result 有利条件，优势

e.g. 1. Her experience meant that she had a big advantage over her opponent.

2. A man who can think will always have an advantage over others.

能动脑子的人总是会胜过别人。

go to extremes

act too violently or behave in an extreme way 走极端

e.g. 1. She tends to go to extremes in making decisions.

2. We should not go to extremes and claim that all arranged marriages are failures.

我们不能走极端而认为所有的包办婚姻都是失败的。

assume vt.

believe (sth.) to be true without actually having proof that it is; suppose 假定，假设

e.g. 1. It is reasonable to assume that the economy of our country will continue to improve.

2. They naively assume things can only get better.

他们天真地以为情况只会变好。

CF: assume, suppose, guess

这些动词均含为“假设，猜想，推测”之意。

assume：指有很少或完全无根据的武断推测或不合逻辑的推理。

suppose：常用词，意义较广泛，指缺乏确切事实，根据一些现象进行的推测，也可指为论证而提出合乎逻辑推理的某种假定，有时仅表示自己的意见。

guess：常用词，指毫无根据仅凭个人主观臆断或碰运气的猜测。

precise a.

exact in form, detail, measurements, time, etc. 精确的；准确的

e.g. 1. We were just talking about her when, at that precise moment, she walked in.

2. She gave me clear and precise directions.

她给了我清晰而准确的指示。

equivalent n.

sth. that is equal in value, amount, meaning, importance, etc. 等同物

e.g. 1. Can you change my money for gold or its equivalent in US dollars?

2. This word has no satisfactory equivalent in English.

这个词在英语中没有令人满意的对应词。

vice versa

Lat in the opposite way from that just stated〖拉丁〗反过来（也是这样），反之亦然

e.g. 1. Students should learn from teachers and vice versa.

2. A man of high birth may be of low worth and vice versa.

出身高贵的人可能价值低，出身微贱的人可能价值高。

provide (sb.) with

supply sb. with sth. 为…提供，供给

e.g. 1. These letters should provide us with all the information we need.

2. Books provide children with ideas and a stimulus for play.

书不仅给孩子们以思想，而且使他们玩得更有意思。

let alone

used for showing that the thing mentioned next is even less likely or believable than the one mentioned before （用于表示接着提到的事）更不用说，更谈不上

e.g. 1. There isn’t enough room for us, let alone any guests.

2. He could barely keep body and soul together let alone support his family.

他连自己的生活都难以维持，更不用说养家了。

be fond of doing sth.

like sth., esp. sth. one has liked for a long time 喜欢做某事

e.g. 1. Richard is fond of telling people funny stories about foreigners travelling in China.

2. He is fond of having a hand in everything.

他什么事都喜欢插上一手。

in one’s opinion

it is one’s view or feeling that 在…看来

e.g. 1. In her opinion I should visit Beijing first and then meet her in Hong Kong.

2. In his opinion, California has the best climate under the sun.

在他看来，世界上就数加利福尼亚的气候最好。

relate vt.

fml show or establish a connection between 〖正式〗有关联；把…联系起来

e.g. 1. The police are still trying to relate these two pieces of evidence.

2. I found it difficult to relate the two ideas in my mind.

我觉得很难把这两种想法联系在一起。

relate sth. to sth. else

show or establish a connection between one thing and another 将…与…联系起来

e.g. 1. They will relate the amount of time you spend on the work to your pay.

2. It is difficult to relate these results with any known cause.
很难把结果与任何已知原因联系起来。

be worth (doing) sth.

deserve (doing) sth. 值得（做）某事…

e.g. 1. The book is not worth reading because the information it contains is out of date.

2. Whatever is worth doing at all is worth doing well.

任何一件值得做的事都应该把它做好。

means n.

a method or way ( of doing ) 方法，手段

e.g. 1. Brian was prepared to use any means to get what he wanted.

2. Television is an effective means of communication.

电视是一种有效的交流方式。

be similar to

be like (sb. or sth.) but not exactly the same 和…近似，类似，相似

e.g. 1. The new shoes I’ve just bought are very similar to a pair I had before.

2. A cat is similar to a tiger in many respects.

猫和虎在很多方面相似。

relevant a.

directly connected with the subject 有关的，有关主题的

e.g. 1. This type of university course is no longer relevant to the needs of today’s students.

2. Her appearance is not relevant to whether she can be a good teacher.

她的长相跟她能否当个好老师无关。

Difficult Sentences for Text A

1. But it is difficult for anyone to explain in simple language why one method is better than another, and it is no use pretending that anyone has discovered a perfect way of teaching English in every possible situation. (Para. 2)

Q: Paraphrase the italicized part.

A: There is no such thing as the best way of teaching English which suits all situations.

2. Some experts even argue that there are as many good methods of teaching a language as there are good teachers, because every teacher is an individual with his own personality. (Para. 2)

Q: Translate this sentence into Chinese.

A: 一些专家甚至认为，有多少个好老师就有多少种好的教学方法，因为每一个老师都有其自身的特点。

3. A large number of theorists seem to think it is a pity we aren’t, because it would make it easier to use their methods. (Para. 4)

Q: Paraphrase this sentence.

A: Many behaviorist theorists wish that human beings were just like parrots or chimpanzees, so that they could use their methods of teaching on human beings with ease.

4. Human beings, unlike parrots and chimpanzees, do not like making noises unless they understand what the noises mean and can relate them to their own lives. (Para. 5)

Q: Paraphrase this sentence.

A: Human beings are not like animals. When they talk, they make speech sounds that are meaningful and relevant to their lives.

Extended Questions

▇ Extended questions （Para. 1）

Q: Do you know anything about William Shakespeare and Charles Dickens?

A: I think I know something about William Shakespeare. He is more famous for his tragedies such as Hamlet, Romeo and Juliet and Othello. Shakespeare also wrote some good comedies, for instance, Twelfth Night and A Midsummer Night’s Dream. I know something about Charles Dickens, too. He was a British writer. He is famous for A Tale of Two Cities, Great Expectations and David Copperfield.

Q: Why does the writer say that he doesn’t know whether to laugh or cry when he sees the advertisements?

A: The advertisements are full of nonsense. They are just ridiculous claims that are made to mislead people. One tends to feel helpless in responding to anything that is ridiculous.

Q: What does the word “claim” (L. 2) mean? Why does the writer use it?

A: It means “to declare to be true.” We use the word “claim” to report what someone says when we want to indicate that what he or she says may not be true. The author uses this word to show his negative attitude towards the statement.

Q: In the last sentence of this paragraph, the author uses the word “must.” What does it imply?

A: It implies that it is very likely that a large number of people do believe these ridiculous claims.

▇ Extended questions （Para. 2）

Q: What is meant by “every teacher is an individual with his own personality”?

A: It means that different teachers have different personalities and, therefore, a teacher may have his or her own way of teaching English.

Q: If you all feel that your teacher’s way of teaching is good and acceptable, does it mean that everyone in your class can learn English well enough?

A: No. The reason is simple. Each student is an individual with his or her own personality. That is why the teacher should attend to the individual needs of his or her students.

▇ Extended questions （Para. 3）

Q: Do you think English can be mastered just by teaching yourself with the help of dictionaries? Give your reasons.

A: No, I don’t think so. Dictionaries can help us with our vocabulary work but they are not of much help if we want to learn how to speak and write English fluently. Besides, we cannot expect to find a Chinese equivalent for every English word. To learn a new language, we must get ourselves involved in various learning activities related to listening, speaking, reading and writing.

▇ Extended questions （Para. 4）

Q: Why do many theorists consider it “a pity” that we are not “parrots or chimpanzees”? Does the tone indicate the writer’s attitude towards the behaviorist theory on language learning?

A: Many behaviorist theorists wish that human beings were just like parrots or chimpanzees, so that they could use their methods of teaching on human beings with ease. The tone of the statement indicates that the writer does not agree with the behaviorist theory on language learning.

▇ Extended questions （Para. 5）

Q: What do you think can be said about the role of interest in terms of language learning?

A: I think interest plays a crucial role in language learning, a very important factor leading to successful language learning.

▇ Extended questions （Para. 6）

Q: Why does the writer repeat the word “real” in the last sentence?

A: The writer wants to emphasize the idea that language learning should be based on “real situations” in “real life” and the language we learn should be “real language.”

Section C Voicing Your Views

▇ Work in groups of threes or fours and have a discussion on issues related to language learning.

1) List as many similarities and differences as you can think of in terms of learning English and Chinese, and write them down in the space provided.

Similarities Differences

a. ____________________________ a. ____________________________

b. ____________________________ b. ____________________________

c. ____________________________ c. ____________________________

d. ____________________________ d. ____________________________

pronunciation, spelling, vocabulary and meaning, grammatical structures, and word order, discourse structures, pragmatic appropriateness and cultural relevance.

2) Is Chinese as difficult for a foreigner to learn as English is for a Chinese? Give reasons to support your view.

Yes, Chinese is as difficult for a foreigner to learn as English is for a Chinese. But for learners of a foreign language that belongs to the same language family as their mother tongue, some aspects may seem easier. But overall, all languages are equally difficult (or equally easy) to learn.

3) Do you think motivation is a very important factor in learning a foreign language? Are you highly motivated to learn English? Why or why not?

Yes, it is. Motivation is always an important factor in learning a foreign language.

4) Do you believe what advertisements say about the fast pace and great ease of learning a foreign language? Why or why not?

No, I don’t. There are lots of stories of taking unsuccessful English classes because of empty promises made in advertisements.

Yes, I do. There are some seemingly successful cases at some private English schools.

Text B

Section A KEY WORDS AND EXPRESSIONS

Key Words:

particularly ad. especially; in a way that is special and different from others 特别, 尤其

e.g. She looked particularly lovely that night.

He talks down to everyone, particularly young people.

rid vt. (rid, rid or ridded, rid) drive, send, throw, or give away or destroy 除去；赶走；消灭

e.g. He shook the blankets vigorously to get rid of the dust.

It is difficult to get rid of deep-rooted habits.

character n. [C] a person in a book, play, etc. （书、剧本等中的）人物，角色

e.g. Any resemblance of a character in this book to a living person is purely incidental. 书中人物如有雷同，纯属巧合。

He is the character with whom the reader can most easily identify.

furthermore ad. fml also; in addition to what has just been said 〖正式〗而且；再者；另外；还有

e.g. I don’t want to go there, furthermore, I have no time to do so.

intelligent a. having or showing powers of learning, reasoning, or understanding, esp. to a high degree 有智慧的；悟性（理解力）强的；聪明的

e.g. She was an intelligent woman who refused to be a rich man’s plaything.

She was an extremely intelligent child, and soon pulled away from the rest of the class.

Collocations:

highly intelligent incredibly intelligent

particularly intelligent extremely intelligent

steadily ad. calmly and in a controlled way 镇定地

e.g. He moved back a little and stared steadily at Elaine.

solemnly ad. in a manner that is marked by seriousness or sincerity; seriously 表情庄重地，严肃地，不苟言笑地

e.g. All those present were standing solemnly when the national anthem was played.

They vowed solemnly never to love anyone else.

apparently ad. it is clear (that); it seems (that); seemingly 显然；看来，似乎

e.g. The trouble was sparked off by an apparently harmless phrase.

An apparently blind alley leads suddenly into an open space.

confusion n. a state of being mixed up or mistaken 困惑；分辩不清

e.g. His answers to my questions have only added to my confusion.

This accident upset our plans and threw us into confusion.

semester n. either of the two periods into which a year at universities, esp. in the US, is divided （尤指美国大学的）一学期；半学年

e.g. He had three minors this semester.

I had an especially rough time during my first semester.

astonish vt. fill with great surprise and perhaps disbelief 使吃惊，使惊讶

e.g. It will astonish you to hear what I paid for this ring.

The magician’s next trick will astonish you.

CF: surprise, amaze, astonish

这三个动词均含“使惊愕，使惊讶，使惊奇”之意。

surprise：普通用词，多指因未预料或意外的事而引起的惊奇之感。

amaze：语气较强，指因认为不可能或极少可能发生情况的出现而感到惊讶或迷惑不解。

astonish：语气较强，指出乎预料，意外发生，但又无法解释而感到惊奇。

glimpse n. a quick look or incomplete view of 瞥见，一瞥

e.g. We only had a fleeting glimpse of the sun all day.

Some of the fans had waited 24 hours outside the Hyde Park Hotel to catch a glimpse of their heroine.

Collocations:

fleeting glimpse momentary glimpse

hasty glimpse uncommon glimpse

first glimpse quick glimpse

illustration n. a picture to go with the words of a book, speaker, etc.（图书、演讲者等作说明用的）插图，图表，图案

e.g. The marginal illustration is very interesting.

She looked like a princess in a nineteenth-century illustration.

edition n. a number of copies of a book, newspaper, magazine, etc., that are produced and printed at one time （书、报、杂志等）一版的印刷数；版（次），版本

e.g. The edition is limited to 10000 copies priced twelve dollars.

Many new words and phrases have been included in the revised edition.

Collocations:

first edition new edition

deluxe edition two-volume edition

limited edition unabridged edition

adventure n. a journey, experience, etc., that is strange and exciting and often dangerous 冒险活动[经历]；奇遇

e.g. The spirit of adventure rose in the boys’ souls once more.

Listening to his life story is akin to reading a good adventure novel.

dive vi. (dived, dived or dove/dEUv/, dived) AmE throw oneself head first into water; move quickly on land or in air, downwards, head first or out of sight 〖美〗（头朝下）跳水，入水;（在地上或空中）头向下钻，猛冲，俯冲，突然隐去

e.g. He who would search for pearls must dive below.

It started to rain so we dived into the nearest cafe.

Expressions:

have trouble with have problems or difficulties with 做……有困难

e.g. Don’t worry, lots of people have trouble with these words.

Some people looking after elderly parents have trouble with the role reversal involved. 一些照看年迈父母的人在角色转变上有困难.

at all cost / costs whatever is needed to achieve sth. 不惜任何代价

e.g. He is the man who implements his promise at all cost.

She was determined to win at all costs.

rid of make (esp. a place) free of (sth. harmful or unwanted) 使摆脱掉（有害或不受欢迎的东西）

e.g. It is not easy to rid oneself of a bad habit.

He promised to rid the house of mice.

for pleasure for fun; for enjoyment为了取乐，作为消遣

e.g. A hobby is an activity you turn to for pleasure.

Has he gone to Paris on business or for pleasure?

find out learn or discover (a fact that was hidden or not known) 发现，查明

e.g. A spy used artful means to find out secrets.

Let’s give him line enough and find out what he is doing.

in one’s hurry while trying to do sth. too quickly 匆忙中

e.g. In my hurry I forgot to take my wallet with me.

In her hurry to leave she forgot her briefcase.

take a look (at) examine or observe 检查；观察

e.g. You ought to open your eyes and take a look at reality.
There are some rare treasures on exhibition recently, let's take a look.

mean every word of it be fully serious when making a promise or threat; not be joking (发誓、威胁、表明观点时)说话算数；并非戏言

e.g. For the record, I mean every word of it. I absolutely believe a person can take charge of her (or his) life.

a glimpse of a quick look at or incomplete view of 瞥见，一瞥

e.g. He caught a glimpse of her before she vanished into the crowd.

Her worried face gave me a glimpse of her true feelings.

clear up clean thoroughly and remove anything unwanted 彻底扫除；清理

e.g. There should be someone to whom you can turn for any advice or to clear up any problems.

That doesn’t clear up my doubts.

sure enough exactly as was expected 果然，果真

e.g. We said things would trun out well, and sure enough they did.

He said he would come, and sure enough he came.

dive into start doing sth. or joining an activity quickly, keenly and whole-heartedly 全身心投入

e.g. Before you dive into the working world, there are a few common pitfalls you should try to avoid.

Find a hobby or activity you enjoy doing and dive into it.

Section B Difficult Sentences

1. I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously. ( Para. 1)

1) Translate this sentence into Chinese.

Key:

我决定不惜任何代价消除他们对书籍的恐惧和厌恶心理，让他们多读些书，更勇于尝试。

2 Analyze the structure of this sentence.

Key: 句子的主干是I decided to try at all costs to do...，to rid them of...和to get them to read为并列成分。

2. Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. (Para. 7)

1) Translate this sentence into Chinese.

Key:

拿上一本书，钻进去，读有趣的部分，跳过不好的部分，尽可能从书中得到点收获，然后再去读其它书。

2) Comment on the effect of the structure.

Key：

连续使用的祈使句使行文轻快有节奏感，更凸显文字的涵义。

Section C COMPREHENSION QUESTIONS

▇ Comprehension questions （Para. 1）

Q1: What is the chief problem that the children had with their schoolwork?

A1: They had great trouble with their reading. They were not interested in reading and they disliked books and feared reading.

Q2: What was their teacher, John Holt, going to do about it?

A2: He decided to help them get rid of their fear and dislike of books, so that the children would love books and feel more confident about their reading activities.

▇ Comprehension questions （Paras. 2-3）

Q1: What might the teachers before John Holt have said and done about reading?

A1: What other teachers might have said and done about reading: They might have asked students questions to check if they understood the book they were reading or had read the book at all. They might have asked students to dig out every bit of meaning from what they were reading. They might have told students that once they started a book, they should finish reading it. They might have asked parents to check their children’s reading. They might have pushed students to read something equivalent to their level, which the students might find difficult to do.

Q2: What did John Holt actually say and do about reading in his class?

A2: What John Holt said and did about reading: He encouraged students to read a lot, and read for pleasure. He said that he would not check to see if the students understood the book they were reading. He said that students could drop whatever they were reading if they were not interested. He allowed students to make a choice as to what they should read. He did not ask parents to check their children’s reading. He allowed students to read what they were interested in and skip what they didn’t like. He said that students could start at a lower level and progress to a higher level at their own pace.

▇ Comprehension questions （Para. 4）

Q1: How did the children feel when they heard what John Holt said about reading? Can you give some adjectives to describe their feelings at that moment?

A1: Possible adjectives are: stunned, shocked, doubtful, sceptical, unbelieving, relieved, pleased.

▇ Comprehension questions （Paras. 5-6）

Q1: What level of books did the girl start to read?

A1: She started to read books that should be very easy for students of her age, and not even difficult for students younger than her.

Q2: What did the girl do that surprised her teacher, John Holt?

A2: She started to read Moby Dick, a very difficult book to read.

Q3: Can you use a few lines to describe how the girl followed John Holt’s advice on reading?

A3: The girl started reading easier books like How the Grinch Stole Christmas and continued reading books on a similar level for a while. Then, she started reading a more difficult one, National Velvet. Very soon, she was reading Moby Dick and she enjoyed it very much.

Q4: When John Holt introduced National Velvet to the girl, he did it so very tentatively. What does the word “tentatively” tell us about John Holt?

A4: It tells us that he is a very considerate and encouraging teacher, trying hard not to appear to be forcing his choice on her after promising to let her read what she liked.

▇ Comprehension questions （Para. 7）

Q1: According to John Holt, what should reading be like?

A1: It should always be an exciting, joyous adventure.

Part IV Optional Classroom Activities

1 Teachers like John Holt always remind us of some of the good teachers we have had. What, in your opinion, are the qualities that make a good teacher? Discuss this question with your friends and write down your answers in the space provided.

Qualities That Make a Good Teacher

a. ____________________________________________________________________________

b. _____________________________________________________________________________

c. _____________________________________________________________________________

d. ________________________________________________________________________ … …

2 Had you heard of William Shakespeare and Charles Dickens before you read Text A? What other English writers do you know? Name as many writers as you know and some of the books they have written.

Writers in English I Know Books by These Writers

a. _____________________________________ a. _____________________________________

b. _____________________________________ b. _____________________________________

c. _____________________________________ c. _____________________________________

d. _____________________________________ d. _____________________________________

e. _____________________________________ e. _____________________________________

British writers and their literary works: Jane Austen: Pride and Prejudice Charlotte Brontë: Jane Eyre Emily Brontë: Wuthering Heights Lewis Carroll: Alice’s Adventures in Wonderland Thomas Hardy: Tess of the D’Urbervilles D. H. Lawrence: Sons and Lovers Robert Louis Stevenson: Treasure Island Jonathan Swift: Gulliver’s Travels

American writers and their literary works: William Faulkner: The Sound and the Fury Nathaniel Hawthorne: The Scarlet Letter Joseph Heller: Catch-22 Ernest Hemingway: The Sun Also Rises; The Old Man and the Sea Jack London: Martin Eden Margaret Mitchell: Gone with the Wind Mark Twain: The Adventures of Tom Sawyer; The Adventures of Huckleberry Finn

Par V Enhance Your Language Awareness

Section A Useful Expressions

Section B Grammar in Context

Study the following sentences from both Text A and Text B, paying special attention to the modal auxiliaries would, must, might, can’t, should.

1) If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed. (Para. 1, Text A)

2) But a large number of people must believe these ridiculous claims, or else the advertisements would not appear. (Para. 1, Text A)

3) If we were parrots or chimpanzees, these methods might be successful. A large number of theorists seem to think it is a pity we aren’t, because it would make it easier to use their methods. (Para. 4, Text A)

4) I very tentatively suggested that, since she was a skillful rider and loved horses, she might like to read National Velvet. (Para. 5, Text B)

5) She tried it, and though she must have found it quite a bit harder than what she had been reading, she finished it and liked it very much. (Para. 5, Text B)

6) From a glimpse of the illustrations I thought I knew what the book was. I said to myself, “It can’t be,” and went to take a closer look. (Para. 6, Text B)

7) Why should we insist that every child should read the same book and get the same scrap of “understanding” out of it? (Para. 7, Text B)

would, must, might, can’t, should的用法：

would:

1) 表示请求、建议等，比will更委婉：Would you pass me the ball, please?

2) 表示意志、愿望和决心：They asked him if he would go abroad.

3) would表示过去反复发生的动作或某种倾向。would表示过去习惯时比used to正式，且没有“现已无此习惯”的含义：The wound would not heal.

4) 表示估计和猜想：It would be about ten o’clock when she left home.

must

1) 表示必须、必要（说话人的主观看法）：The play isn’t interesting, I really must go now.

2) 表示推测、可能性（只用于肯定的陈述句）：You’re Tom’s good friend, so you must know what he likes best.

might

1) 表示请求和允许，比may语气更委婉，而不是过去式。否定回答时可用can’t或mustn’t，表示“不可以，禁止”：-- Might I take this book out of the room? --No, you can’t / mustn’t.

2) 表示推测、可能性（不用于疑问句），它所表示的可能性比may小: He might be very busy now.

can’t

1) 表示对过去行为的怀疑或不肯定, He can’t have been to that town.

2) 表示“不可以，禁止”：You can’t take the book out of the room.

should

1) 表示“应该”:I should help her because she is in trouble.

2) 表示劝告、建议和命令： Should I open the window?

3) 表示客观推测：He should be home by now.

Now, do the tasks on Pages 60-61 in your textbook.

▆ Answers for Task 1:

1) would/should

2) should/would

3) might

4) would

5) must

6) can’t

7) should; would

8) must

▆ Answers for Task 2:

1) The expedition might have reached the top of the mountain by now.

2) If there should be any change in the schedule, please let me know in time.

Or: Should there be any change in the schedule, please let me know in time.

3) Passengers must check in (no later than) 45 minutes prior to flight departure.

4) Hurry up! It would be a pity to miss the concert.

5) The man standing in the distance can’t be Mr. Li, for he left for New York yesterday afternoon.

Section C Theme-Related Writing

Write a passage in about 100–120 words, taking either of the following titles:

1) Why I Like to Learn English

2) Why I Hate to Learn English

▆ Sample essay

Why I Like to Learn English

I have learned English for about seven years. I should say that I am highly motivated to master English. First of all, learning English is useful, as it is becoming a world language and people from different countries often communicate with one another in English. If I am good at English, it will be much easier for me to communicate with them. Secondly, I like traveling a lot. A good mastery of English will make things much easier for me when traveling around the world. Finally, I like literature a lot. If I am very good at English, I can read great works by Shakespeare and Dickens and many other English writers instead of reading the translated versions.

新世纪大学英语综合教程1-第二版-课文详解-Lecture Notes - U2