大学体验英语综合教程3 unit 5

Unit 5 Lifelong Education

I. Objectives:

After finishing this unit, students will be able to: (1) Read and talk about lifelong education

(2) use the key words and expressions in this unit to talk and write about continuing education

(3) adopt the reading skill of contextual meaning while reading (4) learn and practice paragraph development by example (5) master translating the skill: splitting

(6) develop skills on writing an online program introduction

II. Teaching Keys and Difficulties:

1. Key words and expressions related to Listen and Talk (1) Lead-in

Key words: employment market; prepare sb. for…; make sth. necessary; handle;

commence; build on; extend beyond…; enable sb. to do sth.

(2) Dialogue Samples

Key words: innovative; initiative; mature; architecture; struggle

I don’t want to die doing only this!

… to use 99%rather than 60% of one’s potential.

It does take guts to return to studying as a working adult. Continuing education is for people with initiative. Count me out. I’m for live-and –let-live.

(Continuing education) doesn’t all have to be intellectual.

One is never too old to learn. And we return to learn what we enjoy. I’m definitely for continuing education.

If I had another chance, I might choose…rather than… That’s really some news.

I guess he must have been wanting to go back to school and graduate. It’s a wonder he didn’t choose something like history or philosophy. I figure he must like challenges. Well, may he succeed!

2. Key words and expressions related to Passage A

tongue-tied; rear; hard-bitten; chirp; a slip of; proverb; peculiar; idiomatic; resort to; jot down; hint; suspicious; vague; accurate; rack one’s brains; gaper; qualify as…; aphorism; whimper; assume; retreat; enthrall; indulge; potential; linguistic; fraud; commit; deformed;

3. Key words and expressions related to Passage B

inclination; pick up; leave off; appeal to sb.; triumph; gourmet; idiot; stink; idyllic; make a buck; feature (v.); break one’s back; refresh; associate…with…; conceit;

stump

4. Develop the writing skill of paragraph development by example 5. Reading Skills Practice: contextual meaning 6. Translating Skills Practice: splitting

III. Teaching method:

---communicative teaching method; ---task-based teaching method

IV. Time Arrangement: (10 periods) 2 periods for Listen and talk 4 periods for Passage A

2 periods for Reading skills practice and Passage B

2 periods for Language focus, Translating skills practice, Write and produce

V. Teaching Procedures

Section I Listen and Talk (2 periods) Step 1 Lead in Warm-up questions:

1. What’s the purpose of education? Why?

( Not only to train youngsters for the employment, but to prepare them for tomorrow’s society so as to enable them to handle the rapid social changes successfully)

2. What is the false concept on education?

(Education starts when one begins school and concludes when he completes it.) 3. What’s the definition of “lifelong education”?

(To learn at different times, in different ways, for different purposes, at various stages of one’s life and career.) Step 2 Listening practice

The students listen to the passage for three times and fill in the missing words in the blanks.

Teacher: Listen to the passage for three times and fill in the missing words in the blanks.

Step 3 Word study

The teacher lays emphasis on the following words and expressions related to the topic:

employment market; prepare sb. for…; make sth. necessary; handle; commence; build on; extend beyond…; enable sb. to do sth.

Teacher: Can you pick up the words and expressions related to the topic? What are they?

Task 2 Picture description

The students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups.

Teacher: Work in groups to talk about the pictures with the help of the words and expressions you’ve learned from the listening passage. Five minutes later you will be expected to do class presentation.

Step 2 Dialogues

Dialogue 1 Who Needs Continuing Education? A question for discussion before listening: Step 1 Lead in questions

1. Who do you think continuing education is for?

(For people who personally choose to take it and decide that life needs a little polishing up.)

2. Have you ever seen an example around you? Can you tell us in English? Step 2 Dialogue Samples study

The students listen to the recording and imitate the proper tone by reading aloud after the recording and pick up the following sentences they may use when talking about continuing education in the dialogue.

Teacher: Please listen to the recording once and then read aloud after the recording

to imitate the proper pronunciation and tone. Thirdly, read the first dialogue in pairs and pick up the sentences for talking about continuing education.

Several minutes later.

Teacher: Can you speak out the sentences you’ve summarized? I don’t want to die doing only this!

… to use 99%rather than 60% of one’s potential.

It does take guts to return to studying as a working adult. Continuing education is for people with initiative. Count me out. I’m for live-and –let-live.

(Continuing education) doesn’t all have to be intellectual.

One is never too old to learn. And we return to learn what we enjoy. I’m definitely for continuing education.

If I had another chance, I might choose…rather than…

And then the teacher asks the students to give more vocabulary concerning this topic.

Teacher: Can you give us some vocabulary concerning continuing education?

Retirement; relaxation; leisure; peace and quiet; carefree; pension; social welfare; accompanied by children and grandchildren…

Dialogue 2: A Freshman at 76 Step 1 Lead-in question

Teacher: Do you know what people usually say “You’re never too old to learn!”?

Can you imaging how old a freshman could be? What are the

expressions we often use to talk about a freshman?

Sb. has been enrolled at XX University. What’s his major?

He’ll be doing it for the fun of it. I bet he’ll make a great student.

Step 2 Dialogue Samples study

The students read the second dialogue and speak out the following sentences that are used for talking about a freshman in the dialogue.

Teacher: Please read the second dialogue in pairs and speak out the sentences

useful for talking about a freshman at 76 in the dialogue. Several minutes later.

Teacher: Now, can you speak out the sentences you’ve summarized?

That’s really some news.

I guess he must have been wanting to go back to school and graduate. It’s a wonder he didn’t choose something like history or philosophy. I figure he must like challenges. Well, may he succeed!

The teacher asks the students to speak out the sentences that are used to describe different learning motivations in the dialogue.

Teacher: Please find the sentences used to describe different learning motivations

in the dialogue. What are the sentences?

(…he’ll be doing it for the fun of it, not like us, under all that pressure to get

the grades.)

3. Communicative Tasks

Task 1: Talking about parents getting involved in continuing education programs

Situation: Two students are talking about their parents getting involved in

continuing education programs.

Roles A: Your mother has devoted mist of her life to you and your family. Now she

wants to go on studying to pursue the dream she had when she was young—to be a fashion designer. You strongly support her decision.

Roles B: You don’t think it’s necessary for the elderly ot take the trouble. They

should relax and enjoy life since they have spent most of their life working and taking care of their children.

The students are given 5 minutes to work in pairs according to the situation given and then role-play the task. Some students make comments on their performance, which should involve their presentation of the real-life situation and the English they used for talking about continuing education programs.

Teacher: Work in pairs to do Task 1. Five minutes later some pairs of you are expected to role-play the task, and then the others will be invited to make

comments on your performance. The comments should involve the presentation of the real-life situation and the English you use for talking about continuing education programs..

Task 2: Future plans for further education after graduation The students do the task after class in pairs.

Section II Read and Explore of Passage A (4 periods)

Passage A Tongue-tied

Step 1 Pre-reading Tasks (15 mins)

1. In what way do you usually learn English words? Do you often ask the native speakers to explain English words for you?

2. How do you understand the German proverb ―Whoever cares to learn will always find a teacher‖?

3. Do you think teaching is also learning? Why? Culture notes:

1. The Concepts of Lifelong Education

The desire for knowledge is never-ending. Learning is a lifelong quest. It’s never too late and you’re never too old to learn.

University study isn’t just for school-leavers. The university culture is changing, with more and more people studying later in life.

And it’s a great way to get to know new people. The story of your education is to be continued.

Education is a powerful tool — a tool you can use to shape your life and the world in which you live.

By making university study more accessible and achievable, continuing education programs place the tools of knowledge and learning within reach.

So, the story of your education doesn’t stop here. It’s only just beginning. 2. The Open University (UK)

The Open University calls it ―OU supported open learning‖. It’s a method of distance learning that’s accessible to everybody living in the European Union. There are also a number of courses which can be followed online by those outside these countries.

Step 2 While-reading Tasks (75 mins)

1) Read the title and guess what type of writing this passage may be. (Narrative writing)

2) Read the passage for the first time and answer:

What was the author’s immediate response when the driver passed her a slip of paper?

What did the author mean by saying “clever is not clever if it doesn't communicate”?

Why did the author hope that the driver owned a dictionary? 2. Skim the passage and try to find the main idea:

Main idea: This is an amusing short story that illustrates how little people sometimes know about their mother tongue. The narrator is a woman, the passenger in a taxi whose driver is a Pakistani man eager to learn English by asking his passengers about new words. Struggling to explain the meanings of a proverb and an idiom, she realizes how little she really knows about the vocabulary of her native language and also wonders what kind of answers other, probably equally ignorant, native passengers might give. In the end she is left hoping the driver has a dictionary and that he will use it to teach himself rather than depend on the native speakers for explanations.

Step 3. Language points:

1) rear adj. of, at or located in the back

e.g. The thief broke into the house through the rear window. She doesn’t like sitting in the rear seat. 2) peculiar adj.

— unusual and strange, sometimes in an unpleasant way e.g. What a peculiar smell! She has the most peculiar ideas 3) resort n.

— a strategy or course of action that may be adopted to resolve a difficult situation — a place that is a popular destination for holidays or recreation resort to

— to use, adopt a particular means to achieve one’s ends

e.g. Terrorists resorted to bombing city centers as a means of achieving their political aims.

We are prepared to resort to force if negotiation failed. 4) jot v.

— to make a quick short note

e.g. Could you jot (down) my address and phone number in your address book? Professor Smith advised that we always carry a pen and a notebook with us for jotting (down) our ideas. 5) hint n.

— a slight indication of a fact, wish, etc.

e.g. Didn’t she even give you a hint where she was going? The lady coughed politely as the man lit his cigarette, but he failed to take the hint. 6) confuse v.

— to mix up (sb’s mind or ideas), or to make (sth) difficult to understand confuse ... with ...

— to mistake one person or thing for another

e.g. I was so confused in today’s history lesson –– I didn’t understand a thing! You’re confusing the little boy! Tell him slowly and one thing at a time. You’re confusing me with my sister –– it was she who was sick last week.

Don’t confuse liberty with license. 7) puzzle v.

— to cause (sb) to feel confused and slightly worried because they cannot understand sth

e.g. We’re still puzzled about how the accident could have happened. The students sat with puzzled looks on their faces as their lecturer was trying to explain the theory. 8) vague adj.

— 1) not clearly described or expressed — 2) not clear in shape, or not clearly seen

— 3) (of a person) not able to think clearly, or, not expressing one’s opinions clearly

e.g. My aunt is incredibly vague –– she can never remember where she’s left her things.

He is getting vague as he grows older. 9) rack one’s brains — to think very hard rack v.

— to cause physical or mental pain or trouble to

e.g. Even at the end, when cancer racked his body, he was calm and cheerful. A toothache racked my jaw. 10) qualify v.

— to (cause to) reach a necessary standard qualification n.

— 1) an official record that a person has achieved the necessary standard of

knowledge or skill in a subject, usually after studying or training and passing an exam — 2) an ability, characteristic or experience that makes one suitable for a particular job or activity

e.g. Some nursing experience is a necessary qualification for this job. Legal profession qualification is preferred. 11) mislead v.

— to lead in a wrong way

e.g. The wrong record of the patient misled the doctors in their probe for the cause of his disease.

Advertisements may mislead consumers into buying things that they don’t need. 12) assume v.

— to suppose to be the case, without proof assumption n.

— a thing that is accepted as true or as certain to happen without proof

e.g. On the assumption that oil prices would go up, some gas stations started to increase their stock.

You cannot rest on that assumption. 13) retreat v. — to move back

e.g. Attacks by enemy aircraft forced the tanks to retreat from the city. The writer retreated to a place in the mountains to put his thoughts on paper. 14) enthrall v.

— to hold the complete attention and interest of someone as if by magic e.g. The World Cup completely enthralled people all over the world. The audience was enthralled for two hours by a sparkling dramatic performance. 15) indulge v.

— to allow (a person, oneself) to satisfy his or one’s desires indulge in

— o allow oneself the pleasure of

e.g. She occasionally indulges in the luxury of a good dinner and a concert afterwards. They often indulge in playing cards. 16) fraud n.

— a person or thing that is not what is claimed to be

e.g. John told everyone he was a well-known musician, but we know he was only a fraud. The picture, which was claimed to be a real Picasso, turned out to be a fraud. 17) commit v.

— to do (sth illegal or considered wrong)

e.g. Strict measures will be taken in the public places so that criminals will have less opportunity to commit crime. Police officers arrested a 22-year-old mechanic on suspicion of committing an attempted murder on Oct. 22. 18) haste n. — (too much) speed

e.g. Unfortunately the report was prepared in haste and contained several inaccuracies.

Marry in haste, repent at leisure.

Words and expressions

Aphorism n. a true or wise saying or principle expressed in a few words 警句，格言，箴言

assume v. to believe to be true without actually having proof that it is 假设，假定 take (power, responsibility or control of sth.) 承担

chirp v. (esp. of a bird) to make the short sharp sound（尤指鸟）唧唧喳喳地叫；发出短而尖的声音

to speak in a light and cheerful way 边咂嘴边说话；嘁嘁喳喳地说 commit v. to do (sth. wrong or illegal) 犯（错误、罪行等） confuse v. to cause to be mixed up in the mind 使混淆；使困惑

coward n. a person who is afraid to face danger, pain, or hardship 懦夫

enthrall v. to hold the complete attention and interest of sb. as if by magic 迷住，吸引住

fraud n. sb. or sth. that is not what they claim or are claimed to be 欺骗 gaper n. 目瞪口呆的人

hard-bitten adj. toughened by experience and showing no sympathy for others 经过锻炼的，铁石心肠的

haste n. quick movement or action 动作迅速 hint n. a slight indication of a fact, wish, etc. 暗示

idiomatic adj. of or containing an idiom 成语的，习语的

indulge v. to allow oneself or sb. else to have or do what they want, esp. habitually 放任，纵容

jot v. to write short notes quickly 匆匆记下

linguistic adj. of language, words, or linguistics 语言学的 naturally adv. in a natural way 自然地

Pakistani n. adj. 巴基斯坦人 巴基斯坦的 peculiar adj. odd, strange 奇怪的，古怪的

belonging only to one specific person, group of people, place, etc. 特有的；独具的 proverb n. a short well-known, supposedly wise, saying usu. in simple language 谚语，格言

puzzle v. to make (sb.) feel helpless and uncertain in the effort to explain or understand sth. 使迷惑；使为难 rack v. to cause physical or mental pain, or trouble 使遭受痛苦或烦恼 resort v. (to) to go or turn (to) for use, help, support, etc. 向...求助 retreat v. to move back 规避，退缩

slip n. a small or narrow piece of paper 小（纸）条

suspicious adj. (of, about) suspecting guilt or wrongdoing; not trusting 怀疑的，可疑的

throat n. 咽喉

tongue-tied adj. unable to speak freely, esp. because of awkwardness in the presence of others（由于紧张，为难等）说不出话来的 vague adj. not clearly described or expressed 模糊的

whimper v. to speak or say in a weak trembling voice as if about to cry 呜咽

at a loss not knowing what to do or say; puzzled 不知如何是好；困惑 hang on sth. to grip sth. firmly 紧握 to depend on sth. 依赖某事物

jot down write down quickly 迅速记下

rack one’s brains to think very hard 绞尽脑汁，苦思冥想 resort to to make use of; to turn to

Difficult Sentences

1. He looked confused, reminder that clever’s not clever if it doesn’t communicate. He looked confused, and his puzzled look reminded me that my answer was not clever at all because it couldn’t be understood.

2. …so enthralled by the chance to indulge my curiosity about words with another curious soul, that I didn’t fully grasp the potential for linguistic fraud committed in this man’s cab.

(I’d been) so absorbed in the chance to satisfy the man’s curiosity with my (poor) knowledge of English that I didn’t fully realize how misleading and confusing my and other native speakers’ interpretation might be.

3. And that he figures out that, no matter what his passengers may say, haste doesn’t always make waste at the gapers block. And that he finds out that, no matter what his passengers may say, things may not mean as they say.

Step 4 Understanding the difference between “proverb” and “idiom”

The students work in pairs to summarize the words and expressions used by the author as examples to distinguish the difference between ―proverb‖ and ―idiom‖

Teacher: Please read the passage again and collect in pairs the words and

expressions used by the author as examples to distinguish the difference between “proverb” and “idiom”

One minute later.

Tell us all the words and expressions you’ve summarized.

(Gapers block; Haste makes waste;)

Here are some more examples of Proverbs and Idioms on PPt.. Read them carefully and discuss in pairs your understanding of the difference between “proverb” and “idiom”.

Proverbs: A blind man will not thank you for a looking-glass. A friend to all is a friend to none. To talk without thinking is to shoot without aiming. Man is the head of the family, woman the neck that turns the head. A Closed mouth catches no flies. Idioms: lion’s share – the greatest or best part ax to grind – s selfish or subjective aim follow (one’s) nose – to be guided by instinct (out) on a limb – in a difficult, awkward, or vulnerable position help (oneself) to – to serve or provide oneself with Step 5 Post-reading Tasks 1. Summarize the passage

Summary: This is an amusing short story that illustrates how little people know about their mother tongue sometimes. The narrator is a woman, the passenger in a taxi whose driver is a Pakistani man eager to learn English by asking his passengers about new words. Struggling to explain the meanings of a proverb and an idiom, she realizes how little she really knows about the vocabulary of her native language and also wonders what kind of answers other, probably equally ignorant, native passengers might give. In the end she is left hoping that the driver has a dictionary and that he will use it to teach himself rather than depend on the native speakers for explanations. 2. Check the answers of Ex.4, 5 and 6

Step 4 Assignments

1. Oral practice---- Talk about it

2. Write a short passage (100 — 120 words) with the title ―Learning English (Words) Through (Reading)‖.

Passage B A Russian Experience Step 1 Pre-reading Tasks (15 mins)

Work in pairs and discuss the following questions:

1. People travel for various reasons. Please talk about some of them. 2. What is your favorite way of traveling and why? Step 2 While-reading Tasks (75 mins)

1. Read the passage and finish Exercise 12. 2. Scan It—Find the structure of the passage

4. Language points:

1) inclination: n. a preference or tendency Examples:

I’ve no inclination to follow my mother into accountancy.

Their initial inclination was to build the plant in India but then decided to put it up in China.

Incline: v. to tend in feeling, thought, habit, etc. Examples:

I incline to believe his innocence. I incline to his view on this matter. inclined: adj. having a tendency Examples:

She’s more inclined than most people to help out when you ask her. He’s a youth inclined to silence. 2) pick up:

? to start again after an interruption Example:

After China’s entry into the WTO, many Chinese picked up English in their 40s or older.

? to take hold of and raise Example:

She opened the door, picked up a letter on the floor and started reading it.

? 3) to collect, take on board Example:

I’ll pick you up at 6 outside the gate. 3) leave off: to stop, cease

Examples:

The rain left off after a whole week of pouring. Ted left off talking about his adventure.

4) appeal (to):

? v. to please, attract, or interest Examples:

What appeals to me about his painting is the colors he uses. It’s a program designed to appeal mainly to 16- to 25-year-olds. ? n. interest, attraction Examples:

Men worry about going bald because they think they will lose their sex appeal.

The films directed by Spielberg have a wide appeal. 5) get at:

1) to reach, gain access to Example:

A sensible man keeps his savings in the bank –– not in the house where a thief can get at them.

2) to suggest, in an indirect way Example:

I don’t know what you’re getting at exactly, but if you want to borrow money from me you’ve found a wrong person.

6) ready-made: sth in a finished form or is available to use immediately Examples:

Ready-made frozen meals sell well in the supermarket.

When she married Giles, she acquired a ready-made family –– two teenage sons and a daughter. 7) gourmet: n.

? a person who knows a lot about food and cooking, and who enjoys eating

high-quality food Example:

Our specialty foods will appeal particularly to the gourmet. ? (as a modifier) sth for a gourmet Example:

If you want to have a gourmet meal, you don’t go to a fast-food restaurant.

8) deny: v. to declare untrue; refuse to accept as fact Examples:

The three defendants deny all charges.

Neil denies breaking the window, but I’m sure he did. 9) stink: v.

? to be extremely bad or unpleasant Example:

His acting stinks, but he looks good, so he has been offered lots of movie roles.

? to smell very unpleasant Example:

The morning after the party, the whole house stank of beer and cigarettes. 10) make a buck: to earn some money Examples:

The eldest son had to make a buck to support the family.

Don’t expect to make an easy buck; everything is earned in a hard way. 11) go with: to accompany; to be part of Examples:

The younger children stayed with their uncle while the older sons went with their parents to Spain.

Crime does not necessarily go with poverty; criminals with wealth are not uncommon. 12) bet: v.

? to risk (a sum of money) on the unknown result of an event Examples:

She bet ￡500 000 on the horse which came in second. I bet you $25 that I’ll get there before you. ? to state confidently (what will happen or has happened) Example:

I bet (that) he won’t come. 13) break one’s back:

? to work very hard or too hard; make every possible effort Example:

Before the final exam, Frank broke his back over mathematics. ? to make life difficult or impossible for Example:

These new taxes will break the back of the working poor. 14) conceit: n. too high an opinion of oneself Example:

The young man was puffed up with conceit. conceited: adj. full of conceit Example:

A conceited man believes he’s always right about everything. 15) stump: v. to leave (sb) unable to reply; to puzzle Examples:

Your question has stumped me.

We’re all completely stumped — we can’t work out how he escaped. 3.Words and expressions

appeal v. (to) to please, attract, or interest 吸引，对...有号召力，投...所好

bet v. to state confidently (what will happen or has happened) 敢说；打赌；确信

buck n. a US dollar （美国钱币）元，块

calculus n. a branch of advanced mathematics 微积分

conceit n. too high an opinion of oneself 自负；虚荣心 draft v. to require military service of somebody 征召入伍 educate v. to give somebody knowledge through schooling 教育 extraordinarily adv. more than usually; extremely 格外地

feature v. to give a prominent part to somebody or sth. 给某人或某事物以显著地位

gourmet adj. (of food) delicate, of excellent quality（食品）精美的 grammar n. 语法

gung ho adj. (AmE. slang) extremely enthusiastic <美俚>非常热切的 idiot n. a foolish person 白痴

idyllic adj. like a poem describing a simple, peaceful and happy scene; simple, peaceful and pleasant 田园诗般的；质朴宜人的

inclination n. (for, to, towards) what one likes or wants to do 倾向 junior n. the third year of a four-year university course 大学三年级

lord n. the title used in front of the names of men of high social rank 对贵族的尊称；勋爵

philosophy n. the study of the nature and meaning of existence, reality, knowledge, goodness, etc. 哲学

ready-made adj. prepared in advance for immediate use; extremely convenient or useful for a particular purpose 现成的

refresh v. to revive or stir (the memory, etc.) 唤起（记忆） stink v. to smell bad 发出恶臭

to be very bad, of very poor quality 水平低，质量极差

stump v. to leave (sb.) unable to reply 使为难，难倒

usage n. a generally accepted way of using certain words or phrases of a language 语言惯用法

Phrases and Expressions

break one’s back to work very hard or too hard; to make every possible effort 尽最大努力；拼命干

get at to reach 触及；够得着 go on to happen 发生

go with (of two things) to be usually found or experienced together with each other 伴随

leave off to stop 停止；中断

make a buck to earn some money 赚钱

not get over to be very surprised or amazed and not to recover from the feeling 非常惊讶，惊奇

(all) over again (sth. happening) again 再次

pick up to start again after an interruption 中断后再继续

Proper Names

George Gordon Byron 乔治·戈登·拜伦（英国诗人） John Dewey 约翰·杜威（美国教育家及哲学家）

Hume 休谟（苏格兰哲学家及历史学家） Don Juan 《唐璜》（拜伦所著讽刺组诗） Locke 洛克（英国哲学家） Plato 柏拉图（古希腊哲学家）

Aristotle 亚里士多德（古希腊哲学家） Spinoza 斯宾诺莎（荷兰哲学家） Step3 Post-reading Tasks Summarize the passage

Summary: In this passage, the writer, a newspaper columnist and TV commentator, praises the idea of education for education’s sake and regrets the fact that most college students, motivated only by the idea of future professional success, do not realize what a wonderful opportunity they are missing. While at college and not burdened by the responsibilities that will come later in life, they focus their attention only on those courses that they think will help make them rich. The author himself would like to go right back to being a freshman and study philosophy, calculus, literature, history and grammar. He does recognize that if he were studying for the knowledge and not for earning grades, education would probably become less stressful and more fun.

Step 4 Assignments

Review the words and phrases in Passage B

Section III Write and Produce (2 periods) Step 1 Revision (10 mins)

Dictation of words and phrases in Passage A and B

Step 2 Grammar (35 mins) 分句译法 (Splitting)

总体说来，汉语多用―短句‖，而英语则多用―长句‖。由于汉语和英语之间的这种句子结构的差异，英译汉时经常需要将英文的句子结构作较大的调整，将一个原文句子译成相对多的短句。本单元介绍分句译法，即把原文的一个句子译成两个或两个以上的句子。分句译法主要包括以下三种处理法。

1. 把原文中的一个单词的隐含意义译成句子，使原文的一个句子分译成两个或两个以上的汉语句子：

2. 把原文中的一个短语的隐含意义译成句子，使原文的一个句子分译成两个或两个以上的汉语句子：

3. 把原文的一个句子的含义拆开，译成两个或两个以上的汉语句子：

Step 3 General Writing Paragraph Development by Example Skill review (25 mins)

The teacher asks a student to tell the possible ways he/she knows about paragraph development with examples first and then holds a discussion in class.

Teacher: Paragraph development by example is one of the most common and most

useful means for expanding the topic sentence into a more convincing discourse. How to develop a paragraph by example? Would you please explain with an example?

Standby examples:

Life in the 21st century demands preparation. Therefore, young people today must prepare themselves through adequate schooling for their career as well as for their responsibilities as citizens. For instance, if one likes science, he might prepare himself to be a chemist, physicist, or biologist. For another instance, one’s interests might take him into serious study of business in order to be qualified for such work as accounting, international business management or public relations. Still, there are many other instances of preparation for persons with talent and ambition to find their place in government service, medicine, law, and many other fields that offer fascinating careers.

Step 4 Write and apply(10mins)

The students are expected to rearrange the following sentences in logical order to form a coherent paragraph. (Exe. 18). And then they exchange their ideas in groups. After that, the teacher will ask some students for their ideas.

Teacher: Now, let’s do some practice. Please rearrange the sentences on page 112 in logical order to form a coherent paragraph. in groups. And then, tell us your idea in class.

Step 5 Assignments for this session Exe. 19-20

The teacher asks a student to tell the possible ways he/she knows about paragraph development with examples first and then holds a discussion in class.

Teacher: Paragraph development by example is one of the most common and most

useful means for expanding the topic sentence into a more convincing discourse. How to develop a paragraph by example? Would you please explain with an example?

Standby examples:

Life in the 21st century demands preparation. Therefore, young people today must prepare themselves through adequate schooling for their career as well as for their responsibilities as citizens. For instance, if one likes science, he might prepare himself to be a chemist, physicist, or biologist. For another instance, one’s interests might take him into serious study of business in order to be qualified for such work as accounting, international business management or public relations. Still, there are many other instances of preparation for persons with talent and ambition to find their place in government service, medicine, law, and many other fields that offer fascinating careers.

Step 4 Write and apply(10mins)

The students are expected to rearrange the following sentences in logical order to form a coherent paragraph. (Exe. 18). And then they exchange their ideas in groups. After that, the teacher will ask some students for their ideas.

Teacher: Now, let’s do some practice. Please rearrange the sentences on page 112 in logical order to form a coherent paragraph. in groups. And then, tell us your idea in class.

Step 5 Assignments for this session Exe. 19-20

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