预科教参教学用书(12课全部内容)(1)

Unit 1

Part One

SNEAKING A LOVE OF READING THROUGH

CINEMA’S BACK DOOR

I. TEXT-RELATED INFORMATION

1. Family education in China and the Western countries

As we all know, China is a socialist country and most Western countries

belong to capitalist countries. And, they have different history and cultures. China advocates Confucianism and the western countries advocate the revival of literature and art. But the most important point is that their attitude towards the position of family institution's position is also different. In China's traditional family, parents' authoritative consciousness plays a leading role while western civilizations mainly emphasize struggle, equality, democracy and human rights.

The traditional family education in China, on account of the respective differences in more aspects is different from that in the West. They have their own characteristics between regions and cultures.

To begin with, the tendency of education is different.

The Chinese parents lay emphasis on social enlightenment, ignore the growth of children. Chinese parents take the social compatible enlightenment seriously, but often neglect the development of children's characteristics, they often train the children under established forms, and lay down the broad road for their growth. The western parents provide the children an environment for growth resistant to them, and foster their tenacious individuality and the good conduct, and they choose their idea and way of cultivation according to the change of society and the characteristic of children physical and mental.

Secondly, the value of family education is different.

The function of China’s family education is forced by the China’s traditional culture. The Chinese traditional Confucian culture emphasizes ―the cultivation of one’s moral character, the running of one’s family, the administration of a state, the peace and security of the world‖. In this directional thought, the family education is bestowed on the direct social significance. In addition, the Chinese traditional culture also regards the family education and children's individual growth as the direct correlative causes and effects. The Chinese parents care about the reputation in educating the child,

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thinking educating the child to become a useful person is their achievement, but if not, the parents feel shameful. The education's goal is for earning their living, for honor. The western family education is different from China in the educational goal. Education is not the preparation for earning their living, but for survival. ―The learned education‖ they emphasize has the value of molding one’s mind, one kind of value which has nothing to do with the utility or the occupation consideration. In fact, Western family does not make the comparison painstakingly, but the Chinese family’s comparison has brought about a serious problem: Competing.

Thirdly, the views of who is the main body of the family and the reciprocity of education are different.

The Chinese traditional family culture is following the dominant pattern, displays the family’s internal authority consciousness. It emphasizes obedience and respects, takes the external control serious. The chief educator is parents in china’s traditional culture. The Chinese parents' guardian-consciousness is extremely intense. They regard the child as their own private property, regard him as their accessory. Therefore, the parents think highly of shaping the child unilaterally, which affects the child's individuality construction. They pay attention to their own image, has neglected the child and adult's interaction, its process and comprehensiveness, so it causes the child to be in the passive position, disregard of the child's individual existence. Whereas, the western civilization takes the child as the main body, emphasizes individual struggle, emphasizes equality, democracy and respects the individual right. The western parents think of the child as an equal member in the family, respect the child's personality and dignity, can let the child think independently and choose freely. They respect the child's right, do not do the compulsory education. They respect the child's self-respect, advocate child's instinct development, and the natural development. Parents' responsibility only lies in discovering and guiding the child's interests and potential ties, creating the advantageous environment for the child, paying attention to the communication with the child, and the educational reciprocity. In the western home education, the parents are not child's dominations, but his friends.

In addition to those above differences, there surely are a lot of other differences. Can you think of any? Can you illustrate your point with specific examples?

II. PREPARATION

1. Think and Write

Make a list of people’s hobbies. Are some hobbies better than the others? Why or why not?

(1) Difference between ―hobby‖ and ―interest‖.

Something you like to do is an interest. If you only listen to music for pleasure, it is an interest. If you like to travel once in a while, that’s an

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interest.

Hobby is something you do systematically and with devotion. Stamp and coin collection are hobbies. Playing a musical instrument and joining non-professional or semi-professional performance group is a hobby.

(2) When being asked ―what is/are your hobby/hobbies?‖ A lot of different answers are given, such as sports, physical exercises, reading, cooking, sleeping, computer games, writing, listening to music and so forth.

(3) We cannot simply say that some certain hobbies are good, and some are bad. The crucial point is that we’d better try our best to make right use of our hobbies. Only so can we be successful in certain fields.

2. Introductory Remarks

When we are interested in doing something, we usually try every means

to do it well. So much like the little girl, Bronwyn, in the text, who likes watching movies very much. Her mother made very good use of her hobby and successfully cultivated her interest in reading. When Bronwyn was an infant, her mother read to her very often, but that she was still convinced that movies were more exciting than books. With increasing frequency, she would ask for watching a movie. If permitted, she would celebrate this event with a special snack. Finally, her mother hit on a good idea that she could help her daughter sneak a love of reading through movies. She would give the little girl credit for what she had read. But the girl had to endure the necessary evil for the sake of prizes. As a result, the little girl managed to read many books and even became attached to reading by a very short string. Funny enough, now the mother concerns that the little girl is so attracted by books that she’s not getting much exercise. Maybe, she ought to start a new incentive plan. Now let’s take a good look at what and how the mother did in detail.

III. LANGUAGE POINTS

TITLE

1. Sneaking a love of reading through cinema’s back door: Cultivating a love of reading by taking advantage of one’s love of watching movies. sneak: (v.) to move, give, take, or put in a quiet, stealthy manner. Examples:

— The little boy sneaks a candy into his mouth. — Tom sneaked a look at the grade sheet and left.

PARAGRAGH 2

2. hesitate: (v)

(1) ~at/about/over sth: be slow to speak or act because one feels uncertain or unwilling; pause in doubt. Examples:

—She replied without hesitating.

—She hesitated before replying. (2) be reluctant

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Examples:

— I hesitate to spend so much money on clothes.

— Don’t hesitate to tell us if you have a problem. PARAGRAGH 3

3. Good choice of friend, I thought, hoping the recommendation wouldn’t be lost on my daughter — I told myself that my daughter chose a very good friend, and hoped that the friend’s recommendation would have positive effect on my daughter.

be lost on— fail to influence sb. Examples:

— Our hints were not lost on him, i.e. he noticed them and acted

accordingly.

— My words were lost on him. He still did whatever according to his

own will.

PARAGRAGH 5

4. once in a while: occasionally, now and then/again Examples:

— Once in a while we go to a restaurant, but usually we eat at home. — He comes to visit me once in a while.

5. be responsible for: having a duty to be in charge of or to look after someone or something Examples:

— The pilot is responsible for the safety of the passengers. — Each commissioner is responsible for a department.

— Policemen should be responsible for the local public security.

6. She was an average reader at school and showed no interest in reading on her own at home: Her reading at school was just of average level and she was not interested in reading independently at home. PARAGRAGH 6

7. But Bronwyn complained loudly about this, and we usually didn’t have time for both anyway— But Bronwyn was not satisfied with what we asked her to do for us. Besides because of time, we sometimes couldn’t read to her after her reading to us.

complain about: complain to sb. about/at sth. Examples:

— You are always complaining.

— She complained to me about his rudeness. — He complained to the waiter that his meal was cold.

PARAGRAPH 7

8. Finally, I hit on an idea that brought her love of movies into positive play

— At last, a bright idea came to my mind, I could encourage her to fall in love with reading by taking advantage of her love of movies.

hit on/upon sth: take up (a plan, idea, solution. etc.) unexpectedly and by

inspiration; find sth by luck.

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Examples:

— She hit on a good title for her new novel. — He hit on a perfect plan for the secret action.

9. inspire:

(v) fill sb with thoughts, feelings or aims Examples:

— Our first sight of the dingy little hotel did not inspire us with much

confidence.

— inspire hope, loyalty, enthusiasm, etc in sb.

PARAGRAPH 9

10. give sb credit for: praise sb for sth Examples:

— Parents gave the children credit for the good results in their exam. — It made me feel great flattered when somebody gave credit for my

oral English in English corner.

11. for the sake of sb/sth: for sb’s/sth’s sake Examples:

— You have to work hard for the sake of your family. — Never do anything wrong for the sake of money.

PARAGRAPH 12

12. get/be lost in: be absorbed in Examples:

— be/get lost in thought, wonder, admiration — The little girl got/was lost in a fiction novel.

PARAGRAPH 13

13. attached:

(adj.) (~ to sb/sth) full of affection for sb/sth

Examples:

— We’ve grown very attached to this house and would hate to move. — I’ve never seen two people so attached to each other.

PARAGRAPH 15

14. hold sb back: prevent the progress or development of sb. Examples:

— Do you think that mixed-ability teaching holds the brighter children

back?

— Once I make up my mind to do something, nothing can hold me

back.

15. She is two or three movies ahead and has stopped keeping track of her reading time— She has got two or three movies to watch through reading and does not take down her reading time any more.

keep track of: keep informed about sb/sth Examples:

— It’s not easy to keep track of all one’s old school friends. — Please keep track of your working experience.

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IV. TEXT STRUCTURE ANALYSIS

Part I: Para. 1— 6 The conversation between Bronwyn and her friend

makes the writer think that she should do something to help her daughter get interested in reading.

Part II: Para. 7—14 The writer thinks of a good idea that could help her

daughter’s reading just by taking advantage of the little girl’s interest in movies.

Part III. Para. 15—18 The writer’s plan positively influences her daughter a

lot.

V. SUGGESTED ACTIVITIES

Group discussion

Procedure:

Step 1. Arrange the students (Ss) in groups of 4-6, depending on the size of the

class; each group elects a chairperson, a recorder and a speaker; Step 2. Introduce the discussion topics:

(1). What do you think of the plan that the writer made to help her

daughter with her reading?

(2). Suppose you are a parent, your child has no interest in studying a

certain subject, will you adopt the mother’s plan? How will you put it into practice?

(3). Imagine if a Chinese child showed little interest in reading but much

in watching movies, what will you think the Chinese parents do to deal with such thing?

(4). What do you think is the biggest difference in family education

between China and the western countries?

Step 3. Ask each group to choose one of the topics and discuss it for 3 minutes,

and then to sum up the discussion with the recorder writing it down.

VI. ADDITIONAL EXERCISES/ACTIVITIES

1. Dictation

Provide the new words (Saudi Arabia, for example) before dictating. People from different cultures have different ideas about many things. For example, North Americans like to stand about 18 to 20 inches apart from each other when they talk. People from Saudi Arabia, however, like to stand 12 to 14 inches apart. As a result, when a North American talks to a Saudi Arabian, everyone is uncomfortable. The North American feels that the Saudi Arabian is trying to be too close, too intimate, and so the American moves away as they talk. The Saudi Arabian, on the other hand, feels that the North American is too unfriendly, too distant. 2. Word-guessing game

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Procedures

Step 1. Write in advance some words in the text on some pieces of paper.

Step 2. Arrange the Ss in several groups of 5 or 6, depending on the size of the

class.

Step 3. Ask one student from each group to come to the stage to pick one paper.

Give him/her two minutes to explain the words in English, and the others of the class guess what the word is according to his/her explanation. If they get it, the group that explain the word get one point.

Step 4. See to it that the loser of the game will have to accept all sorts of

punishment from the other groups.

3. Sentence-making competition Procedures

Step 1. Arrange the students in 5 or 6, depending on the size of the class. Step 2. Write the phrases learned in the text on the blackboard.

Step 3. When the students prepare well, teacher says ―start‖, and each group

may put up their hands if they know how to make a sentence. The group that hands up first may get the chance.

Step 4. The winner group will be rewarded.

Part Two

Supplementary Reading THE PLEASURES OF READING

PARAPHRASE

1. If I am interested in people, others are interested not so much in who as in how. (Para. 3)

— I am interested in the people in novels or stories, while others like to explore the plots more.

2. Your experience, compared with his, brings you to the same or different conclusions, and your ideas develop as you understand his. (Para. 4)

— Your experience makes you draw the same or different conclusions when you compare with the author’s, and as long as you understand his ideas, yours will certainly develop.

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Part Three Key to Exercises

Key to Text

Comprehension Omitted.

Vocabulary and Structure

Exercise I 1. endured 2. concerned 3. delightful 4. positive 5. request 6. inspired 7. progressed 8. hold…back 9. way 10. labeled 11. suspect 12. was/got lost in Exercise II 1. b. (a. to carry on an activity; b. function) 2. b. (a. subject of concern; b. give out, emit) 3. b. (a. calculated as total divided by members; b. not very good) 4. b. (a. in a place; b. the current time or moment) 5. a (a. tolerate disagreeable things; b. survive)

Exercise III 1. infancy 2. frequent 3. literate 4. celebration 5. complaint 6. convincing 7. delighted 8. endurance 9. recommended 10. suspicion

Exercise IV A.

1. So absorbed in his reading was Dad that… 2. He shut the window with such force that… 3. The rain was so heavy that… B.

1. At present, there is no keeping him off from his career. 2. Now, there is no giving up halfway. 3. There is no doubting them now.

Exercise V

1. a. I really didn’t remember him telling me the story. b. I really dislike her reading to me before going to bed. c. I really hate him treating me like that when he was drunk.

2. a. I started to be fearful that Tom was not coming fro the party as it should. b. I started to be convinced that his oral English was not improving as it should. c. I started to be worried that his test result was not satisfactory as it should. 3. a. Saturday brings our delightful weekly outing.

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b. Christmas season brings the exciting sales. c. The sad news brought (bitter) tears to her eyes.

Exercise VI

1. convinced 2. increasing 3. watching 4. celebrate 5. snack 6. hit on 7. reading 8. credit 9. endure 10. attached to 11. concern 12. incentive

Exercise VII A.

1. to celebrate the exciting event 2. once in a while

3. show no interest in reading 4. on one’s own

5. complain loudly about 6. for the sake of

7. get lost in/be lost in 8. keep track of B.

1. An average student as I was, the teacher gave me credit for every tiny progress I made.

2. I rent the book my friend recommended and quickly got myself lost in it.

3. You go ahead to celebrate your victory with your friends and I will keep track of time for you.

4. John is so careless that he has been dismissed by the factory. 5. At the critical moment, there is no regretting.

Key to Supplementary Reading

I. 1.F 2.T 3.F 4.T II. Omitted

Key to Grammar

I.

1. a. n. 工作的根苦但果甜。 b. v. 这台计算机能工作吗？ 2. a. a. 这项工程处于最后阶段。

b. n. 各队云集参加今年的欧洲杯决赛。 3. a. n. 蜜蜂失去刺就会死吗？ b. v. 蜂蜜好吃但蜜蜂会蛰人。 4. a. adv. 人的生命只有一次。

b. prep. 你不能改变过去，但可以从过去中学到东西。

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5. a. n. 奇怪的声音来自隔壁。 b. v. 你的咳嗽听起来好些了。

6. a. a. 年轻人切不可满足于仅有的一点点书本知识。 b. v. 没有什么能使她满足。

c. n. 如果你要买本书，最好先看一下目录。 7. a. a. 你今晚为什么这样安静？ b. n. 我喜欢乡下的宁静。 c. v. 风平息下来了。

8. a. prep. 他们在房子周围种了树。 b. adv. 不要向四周看。

c. a. 圆圆的太阳已经西沉。

d. n. 每轮拳击赛的时间是两分钟。 e. v. 我们鼓圆嘴发“呜”音。 II.

1-5 DCACD 6-10 BABCC III.

1. He usually plays tennis on weekends.

2. Not all the students are willing to visit the museum. 3. Are you fond of computer games? No, I’m not.

4. Her father is an engineer, and her mother is a teacher.

5. As soon as I saw I was going the wrong way, I would turn around and change my direction.

6. Hurry up, or we’ll miss the train. 7. What exciting news (it is)!

8. He gave her daughter a bike as a birthday present.

Part Four

Chinese Translations of the Texts

课文

从贪看电影到爱读书

“你最喜欢哪部电影？” 我听到我那读二年级的女儿在汽车后座上问她的朋友。

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shortened to All Saints, is a feast celebrated on November 1 in Western Christianity, and on the first Sunday after Pentecost in Eastern Christianity in honor of all the saints, known and unknown. In terms of Roman Catholic theology, the feast commemorates all those who have attained the beatific vision in heaven, while the next day, All Souls' Day, commemorates the departed faithful who have not yet been purified and reached heaven.

(1) History

In the early Church, Christians would celebrate the anniversary of a

martyr's death for Christ (known as the saint's \day\by serving an All-Night Vigil, and then celebrating the Eucharist over their tomb or the shrine at their place of martyrdom. In the fourth century, neighboring dioceses began to transfer relics, and to celebrate the feast days of specific martyrs in common. Frequently, a number of Christians would suffer martyrdom on the same day, which naturally led to a joint commemoration. In the persecution of Diocletian the number of martyrs became so great that a separate day could not be assigned to each. But the Church, feeling that every martyr should be venerated, appointed a common day for all.

(2) Customs

In Portugal, Spain and Mexico, offerings are made on this day. In Spain,

the play Don Juan Tenorio is traditionally performed. In Belgium, France, Hungary, Italy, Malta, Portugal and Spain people bring flowers to the grave of dead relatives.

In Poland, the Czech Republic, Sweden, Finland, Slovenia, Slovakia,

Lithuania, Croatia, Austria, Romania, Hungary and Germany, the tradition is to light candles and visit the graves of deceased relatives.

In the Philippines, this day, called \Undas\Todos los Santos\

Saints\and sometimes \Araw ng mga Namayapa\(approx.- \of the deceased\observed as All Souls' Day. This day and the one before and one after it is spent visiting the graves of deceased relatives, where prayers and flowers are offered, candles are lit and the graves themselves are cleaned, repaired and repainted.

In English-speaking countries, the festival is traditionally celebrated

with the hymn \For All the Saints\by William Walsham How. The most familiar tune for this hymn is Sine Nomine by Ralph Vaughan Williams.

4. St. Nicholas Eve

In mid-November Dutch television broadcasts the official arrival of St.

Nicholas and his helper live to the nation. Coming by steamer from Spain, each year they dock in the harbor of a different city or village. Wearing traditional robes, rides into town on a white horse to be greeted by the mayor. A motorcade and a brass band begin a great parade which leads Sinterklaas and his through the town. Nearly every city and village has its own Sinterklaas parade.

In the following weeks before , December 6, Sinterklaas goes about the

country to determine if the children have been well-behaved. He and his

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Zwarte Piet helpers visit children in schools, hospitals, department stores, and even at home. The bakeries are busy making molded spice cookies of the . During this time children put out their shoes with wish-lists and a carrot or hay, or maybe a saucer of water, for the horse. When St. Nicholas happens by, the next morning children may find chocolate coins or initial letter, candy treats, pepernoten, and little gifts in their shoes. Everyone hopes for sweets, not coal or a little bag of salt.

The Dutch celebrate Sinterklaas on December 5th, St. Nicholas

Eve, with festive family parties when gifts and surprises are exchanged. In the Netherlands, unlike other places, adults as well as children join in the fun. As the Dutch like an element of surprise, a small gift may be wrapped in a huge box, or it may be hidden and require following clues to discover where it is.

Gifts are prettily wrapped in special Sinterklaas paper or they may be

hidden, for example, in a potato or an old sock. Each gift, anonymously signed \person's shortcomings in a humorous way. (For the less creative, there are books with suggestions for making rhymes and packaging disguises.) Originality, not value of the gift, is what counts.

Children sing traditional Sinterklaas songs while waiting for the saint

to appear. A knock comes on the door and a black gloved hand appears to toss candies and inside. Children scramble to gather up the treats. A large burlap bag, \zak van Sinterklaas,\ also appears filled with gifts. At the table, decorated with specials and other sweets, guests may find their initial in a chocolate letter at their places. Food is apt to include hot chocolate, Bishop’s wine, and letter.

The Dutch feast of Saint Nicholas is about giving, for \

that we receive.\The fun is in trying to surprise people, to tease in a well-meaning way, to make a good joke, to produce a rollicking rhyme. The gift itself is just a bonus, as the fun is in the doing.

II. PREPARATION

a) Think and Write

Please list some of the regional specialties in your hometown. I. Chinese cuisine can be divided into five regional categories:

(1) Northern China - Beijing/Mandarin and Shantung known especially for its steamed bread and noodle dishes. Typical Beijing dishes: Beijing Roast Duck Beijing kaoya Instant-Boiled Mutton Mongolian Hot Pot shuan yangrou (Braised Shark's Fin huangmen yuchi 2Sauteed Chicken With Green Peppers jiangbao jiding )

Sweet Cake With Dates saqima

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(2) South Eastern China - Cantonese and Chaozhou known for its lightly cooked meats and vegetables. Typical courses:

Trumpet Shell Braised In Soy Sauce hongshao hailuo Sweet And Sour Carp tangcu liyu Dezhou Stewed Chicken dezhou paji Caramelized Apples basi pingguo (3) Western China - Sichuan or ChungKing known for its spicy dishes. Typical courses: Sliced Cold Chicken xiao jianji Twice Cooked Pork hui guo rou Shredded Pork and Hot Sauce yuxiang rousi Spicy Hot Bean Curd mapo doufu Hot Pot huoguo Fish Flavored Eggplant yuxiang qiezi Reflecting Beef dengying niurou Couple's Beef Fillet fuqi feipian

(4) Eastern China - Shanghainese known for its slow `red cooking.' Fukien known for its seafood and clear light soups. Typical Shanghai dishes:

Sour and Hot Soup with Eel and Chicken longfeng suanla tang Black Sea Cucumber with Shrimp Roe xiazi dawushen Duck with Prawn Rounds ruyi ya juan xian Shrimps of Two Colors shuangse xiaren Boiled Crucian Carp with Clam geli cuan jiyu

yuanlong fenzheng

Steamed Beef in Rice Flour

niurou

(5) Central China – Honan known for its carp from the yellow river Typical courses: Dong'an Chick dong'an ziji Peppery and Hot Chick mala ziji Lotus Seedpods With Crystal Sugar bingtang xianglian

II. Tea has been the traditional beverage of choice all over China. Today

Coca-Cola and beer are making inroads into China and are popular throughout China.

III. Chinese Cuisine is essentially five cuisines. The vastness of China and its

regional history, ethnic people and climate have created distinct cuisines. Besides these regional cuisines the minorities in China with their unique customs and habits have their own cuisines. The Uygur, Kazak and Ozbek ethnic people like roast mutton kebab and crusty pancake; Mongolians like millet stir-fried in butter, fried sheep tail and tea with milk; Koreans like sticky rice cakes, cold noodles and kimchi (pickled vegetables); Tibetans

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eat zanba (roasted barley flour) and buttered tea; the Lis, Jings and Dais chew betel nut palms. 2. Introductory Remarks

After taking a good look at our Chinese five regional cuisines, let’s have another look at ―What we eat and drink‖ in our text. As we know that, different people have different ideas about what is good to eat and drink. For example, a nomad enjoys the roasted meat of sheep and goats. The favorite meat for Americans is perhaps steak. Sometimes people in different countries prepare the same food very differently. Chinese like soup thin and clear, whereas Germans’ soup is thick and heavy. And Americans will give a variety of answers to the question how they like their steak cooked. Some like it rare; others like it medium or well-done. Even different regions of the same country have very different foods which are called regional specialties. But there are also national foods which you can find anywhere across a country, e.g. hamburgers in US. On holidays people eat traditional and special foods. Coffee and tea are two most popular drinks in the world. People in oriental countries, like China and Japan prefer tea to coffee. Besides our own foods, we also like to try foreign foods and to learn about how to prepare them.

III. LANGUAGE POINTS

PARAGRAGH 1

1. have different ideas about… hold different views toward … Examples:

— Students have very different ideas about studying abroad.

— The family have different ideas about where to travel during the

National Day.

2. …what is good to eat.

The word ―what‖ here in the sentence is used to introduce an object clause. Notes: If we use a what-clause as subject, we use a singular verb if the following main noun is singular and either a singular or a plural verb if the following main noun is plural (although a plural verb is preferred in more formal contexts): Examples:

— What worries us is the poor selection progress. — What caused the accident remains unknown.

— What is needed are additional resources. (or more

colloquially: ...needed is...)

3. if sb. was/were/did…sb. would… Examples:

— If he worked harder, he would pass the exam.

— If I were a tear in your eyes, I would fall down on you lips, kiss you!

But if you were a tear in my eyes, I would never cry, because I’m

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afraid to lose you!

4. as well (as sb./sth.): in addition (to sb./sth./doing sth.) Examples:

— Are they coming as well?

— He grows flowers as well as vegetables.

— She is a talented musician as well as being a photographer.

PARAGRAGH 2

5. Even when people in different parts of the world eat the same food, they often prepare it very differently — People in different parts of the world often cook the same food in a very different way. 6. whereas

(conj.) but in contrast; while Examples:

— He earns $8,000 a year whereas she gets at least $20,000.

— Some people like to stay alone, whereas others like to be with people.

7. delicacy:

(n) (adj.: delicate)

(of colors, food, smells) pleasantness that does not strongly affect the senses; type of food thought to be delicious, esp. in a particular place.

Examples:

— The local people regard these crabs as a great delicacy. — a scent of great delicacy.

PARAGRAGH 3

8. People living in different regions of the same country often prepare foods differently — Even living in the same country, people from different regions often cook foods in very different way.

9. ground beef: in this expressions, ground is the past participle form used as and adjective, the original form of ―ground‖ is ―grind‖. grind:

(v.) (ground, ground)

crush sth. to very small pieces or to powder between millstones, the teeth, etc or using an electrical or a mechanical apparatus.

Examples:

— The elephant grinds its food with/between its powerful molars. — grind coffee beans

— grind corn (down/up) into flour

— grind sth to dust, to (a fine) powder, etc. PARAGRAGH 4

10. in advance: beforehand, ahead in time Examples:

— The rent must be paid in advance.

— It’s impossible to know in advance what will happen.

— Galileo’s ideas were well in advance of the age in which he lived.

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PARAGRAPH 5

11. But in England, where it is also a national drink, many people use both

sugar and hot or cold milk in their tea — In England, tea is a national

drink, many people would like to add sugar and hot or cold milk into their tea when they drink it.

PARAGRAPH 6

12. Almost everyone likes to try new foods and drinks and to learn about

how they are prepared — New foods and drinks are widely liked nearly by all, and everyone wants to get to know how those new things are cooked or made.

Note: When pronouns like ―everyone, everything, everybody etc.‖ used as

subject, the verb following it should be singular.

Examples:

— Someone is knocking at the door. — Nobody is absent.

— Something is wrong with my watch. — Everything is all right.

IV. TEXT STRUCTURE ANALYSIS

Part I: Para 1 — Para 4 The writer tells us that what we eat is varied all over

the world, and also gives us some examples of what we eat on some certain festivals or holidays.

Part II: Para 5 People have different ideas about what is good to

drink.

Part III: Para 6 Travel makes it much easier for people to know more

about others’ eating and drinking habits.

V. SUGGESTED ACTIVITIES

Can You Cook?

Procedures:

Step 1: Arrange the students (Ss) in groups of 4-6, depending on the size of the

class; each group elects a speaker.

Step 2: Each group will be asked to make at least one ―dish‖ with whatever

materials they can think of. (Just describe the needed materials and the process of how a dish is prepared.)

Step 3: After 10 to 15 minutes preparation, ask the speaker of each group to

―serve‖ their well-prepared dish to the rest of the class.

VI. ADDITIONAL EXERCISES/ACTIVITIES

1) Writing

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Try to write a paragraph of 150 words about one of the biggest feast that you and your family have ever had. Describe it in detail, the food and drink in particular. 2) Dictation

Provide the new words (cucumber, squash and eggplant for example) before

dictating.

A tomato is a fruit, not a vegetable! But do you know why? The answer is because it has seeds1. Now, this is what a lot of people are surprised to find out: If a tomato has seeds, that means it is a fruit and not a vegetable. Then what about other plants with seeds? Let’s listen to what the scientists say: \makes a fruit a fruit, and a vegetable a vegetable. The big question to ask is, DOES IT HAVE SEEDS?

If the answer is YES, then technically, it’s a fruit. This, of course, means a tomato is a fruit and it also makes cucumbers, squashes and eggplant fruits too. Vegetables such as cabbages, carrots, and potatoes do not have any seeds, so they are grouped as vegetables.\

But don’t worry! For most families, they think these fruits as part of the vegetable family!

Whether you call a tomato a fruit or a vegetable, it is just clear GOOD FOOD when it is picked fresh from the \3) Debate Procedures:

Step 1. Introduce the topic for debate: Is fast-food good or bad?

Step 2. Divide the class into two groups, one holding the view that fast-food is

good while the other holding the opposite view; give them five minutes or more to find facts to support their view.

Step 3. See to it that both groups get equal chance to state their reasons and

refute the opponents.

Step 4. Ask the students to summarize the arguments of their groups.

Part Two Supplementary Reading TEST YOUR NUTRITION IQ

PARAPHRASE

1. You’ll get proper nourishment if you just eat a variety of foods. False. (Para. 2 and 3)

— Such view that if you eat various foods you can get appropriate nutrition is not true.

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2. People who don’t eat meat or fish can still stay healthy. (Para. 4)

— Vegetarians can stay healthy even though they don’t eat meat and fish.

3. Food eaten between meals can be just as good for health as food eaten at regular meals. (Para. 6)

— Food eaten at regular dining time is good for health, so is food eaten between meals.

Part Three Key to Exercises

Key to Text

Comprehension Omitted.

Vocabulary and Structure

Exercise I 1. halfway 2. served 3. in advance 4. raw 5. dessert 6. oriental 7. prefer 8. favorite 9. regional 10. plain 11. boil 12. fresh

Exercise II

1. b. (a. unprocessed; b. uncooked)

2. b. (a. occurring or produced in large amounts or in greater amounts than usual; b.

hard so digest)

3. a. (a. recently made, not preserved; b. not encountered before) 4. b. (a. not often happening or found; b. cooked quickly)

5. b. (a. sparse, composed of few things widely spaced; b. watery)

Exercise III 1. delicacy 2. dessert 3. thin 4. well-done 5. serve 6. specially 7. plain 8. vegetarian

Exercise IV A.

1. one is still a baby, the other is already 10 years old. 2. give me another 3. the others are boys B.

1. at night as well as by day

2. a good friend to/of students as well as being a good teacher 3. to do housework as well as look after the children

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Exercise V 1.

A. If I were a rich man, I would live in a palace.

B. If he had known the truth, he would have given it up. C. If you were a college student, you would get the job. 2.

A. How do you like your room arranged? B. How does he like the vegetable cooked? C. How does she like her hair done? 3.

A. He wants black coffee, whereas I like tea.

B. My brother likes swimming, whereas my sister likes playing tennis. C. Peter went home, whereas Susan went shopping.

Exercise VI 1. enjoys 2. favorite 3. prepare/cook 4. thin 5. thick 6. variety 7. rare 8. medium 9. specialties 10. national 11. anywhere 12. special 13. popular 14. oriental 15. try/taste

Exercise VII A.

1. raw meat 2. prefer the roasted meat 3. a variety of answers 4. halfway between 5. regional specialties 6. weeks in advance 7. consider…a delicacy 8. ground beef B.

1. Students hold/have very different ideas about studying abroad. 2. My favorite fruit is banana.

3. Some like to stay alone, whereas others like to be with people. 4. As the weather becomes hotter, I like swimming better.

5. Miss Alice as well as her students is interested in the activity.

Key to Supplementary Reading

I. 1.F 2.T 3.F 4.T II. Omitted

Key to Grammar

I.

1. happens 5. won

2. lost 3. are working 6. bought, haven’t sold, have

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4. fall

7. have heard

8. is/has been, joined II.

1-5 BBACC 6-8 ADC III.

1. The sun rises in the east and sets in the west.

2. Professor Wang is attending a conference in Paris. 3. Most of the freshmen have learned English for 6 years. 4. He lived in the countryside when he was young. 5. ---- It’s raining again.

---- It rains quite often here in this season.

6. This is the second time that I have seen the film.

Part Four

Chinese Translations of the Texts

课文

我们的饮食

世界上不同地方的人对吃什么好有着不同的看法。如果你是北极附近的爱斯基摩人，你会喜欢生食海豹肉。如果你是沙漠中的游牧民族，你会更喜欢吃烤羊肉。美国人烹饪各种动物的肉，但他们最喜欢的可能还是牛排。美国人也吃鸡肉、鱼和其它海产品。一些印第安人不吃鱼和肉，他们被称为素食者。

即使世界上不同地方的人食用同一种食物，他们的制作方法通常很不相同。如果你在德国，你会发现汤是很浓而且味较重。如果你在中国，你会发现汤很清而且味较淡。很多人喜欢新鲜而硬的黄油，但是有些人----例如，在印度----喜欢把黄油融化了。如果你问美国人希望把他们的牛排做成什么样的，你可能会得到不同的回答。一些人希望把牛排做得熟透了，而另一些人喜欢生的。很多人喜欢把牛排做的半熟----即介于生和熟透之间的。虽然世界上很多人把生肉看成是一种美味，美国人很少吃未经烹饪的肉。爱尔兰人喜欢清煮土豆，而大多数美国人喜欢其他方法烹制的土豆----炸制、烧烤或先煮然后碾碎并佐以肉汁。

居住在不同地区的同一国家的人烹饪食物的方法也不同，美国人也有他们的地方特色菜----例如，南方炸鸡和波士顿烤豆。在西南地区，你会发现玉米面圆饼等墨西哥食物。但也有全国人都喜欢的食物。例如，有两种甜食你有可能会在美国的任何地方看见，一个是冰淇淋，另一个是苹果派。所有美国孩子喜欢吃热狗和汉堡包。热狗是一个松软的长条面包里加一根熏肠。汉堡包是一种三明治，

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No Libra sun, no Halloween;

____________________________________________

But what it is, though old and new,

To fill your heart like no three words could ever do.

I just called to say I love you. I just called to say how much I care. I just called to say I love you.

___________________________________________

Notes:

1) Libra, here refers to the astrological sign of those born in the period of time between September 23 and October 23.

2) On Halloween, the night of October 31, children play tricks while wearing masks and costumes.

Worksheet 2

I Just Called to Say I Love You

By Stevie Wonder

No New Year’s Day to celebrate;

No choc’late covered candy hearts to give away.

No first of spring; no song to sing.

_________________________________________

No April rain, no flowers bloom;

________________________________________

But what it is, is something true.

Made up of these three words that I must say to you.

I just called to say I love you.

_________________________________________

I just called to say I love you.

And I mean it from the bottom of my heart, of my heart, of my heart.

No summer’s high, no warm July;

No harvest moon to light one tender August night; ___________________________________________ Not even time for birds to fly to southern skies.

No Libra sun, no Halloween;

No giving thanks to all the Christmas joy you bring.

But what it is, though old and new,

____________________________________________

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I just called to say I love you.

___________________________________________

I just called to say I love you.

And I mean it from the bottom of my heart, of my heart, of my heart. Notes:

1) Libra, here refers to the astrological sign of those born in the period of time between September 23 and October 23.

2) On Halloween, the night of October 31, children play tricks while wearing masks and costumes.

Part Two

Supplementary Reading THE PRESENCE OF ROSES

PARAPHRASE

1. Being a nurse, my daughter dealt with illness and death every day at the hospital, and she found it difficult to come home to her grandmother’s pain. (Para. 2)

— My daughter was a nurse, she would face with many patients every day at the hospital, but it was still a torture for her to see her grandmother’s pain at home. 2. He faced the day with some trepidation, but persevered as he knew his wife would want him to. (Para. 4)

— Although he was in horror and dismay that day, he still insisted, because he knew his wife wanted him to.

Part Three Key to Exercises

Key to Text

Comprehension I. Omitted. II.

1. The flowers showed people’s love for me; they greatly helped my recovery.

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2. The reception of flowers made me realize that I was still a lovely and naive girl instead of a twenty-year-old business student who was to serious.

Vocabulary and Structure

Exercise I

1. are running out of 2. eagerly 3. protect 4. cheer up 5. mystery 6. lit up 7. assure 8. going on strike 9. aching 10. figure out 11. fresh 12. confessed Exercise II

1. a. organized stopping of work b. hit sb./sth.

2. a. (of food) not spicy or rich

b. ordinary, not beautiful or good-looking

3. a. main subject or course of a student at college or university b. main, principal

4. a. to become bright (as a verb) b. traffic signal 5. a. act of looking b. expression

Exercise III

1. happiness: exciting, rejuvenate, light up, glad, cheer up, delight, excited 2. sadness: in low spirits, sad, depressed, disappointed, frustrated 3. hope or expectation: hope, anticipate 4. curiosity: wonder Exercise IV A.

1. I have trouble with my stomach

2. he finds that he has trouble adapting himself to the new surroundings 3. he has trouble in supporting his family B.

1. To my delight/joy 2. To my surprise

3. To his parents’ annoyance

Exercise V

1. There was only a small slip of paper on which my name was neatly typed. 2. Assuming that they had been sent by my father, I called to thank him.

3. The flowers had lifted my spirits, despite my not knowing who they were from. 4. Guards were stationed around the facilities to protect the people who chose to

work.

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Exercise VI 1. strike 2. so 3. that 4. campus 5. trouble 6. spirits 7. delight 8. figure 9. out 10. mystery 11. confessed 12. cheered 13. up

Exercise VII A.

1. stay on campus for the summer 2. on track to do sth. 3. far worse than…

4. no way of knowing sth. 5. a slip of paper

6. take a fresh look at sb./sth. 7. real estate 8. business major B.

1. We assure you that we will try our best to protect you.

2. Her son sent her a present on Mother’s Day and her face lit up. 3. He didn’t confess that he discovered the secret. 4. Don’t feel dismayed; just cheer up.

5. I was eagerly looking forward to knowing the result of the exam, only to find that I didn’t pass the examination.

Key to Supplementary Reading

I. 1.T 2.F 3.F 4.T II. Omitted

Key to Grammar

I.

1. will be 2. will/shall be watching 3. was practicing 4. had lost 5. had…left 6. will be sitting 7. was wearing 8. had bought II.

1-5 DDCCB 6-10 BDADB III.

1. We are going to visit the Great Wall tomorrow morning. 2. He told me that he was writing a novel.

3. She said she had already prepared everything.

4. I believe that we will be celebrating our victory this time tomorrow.

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5. When we got there, the football had already started. 6. You’ll lose the job if you don’t work hard.

7. Please don’t come at 4 o’clock this afternoon. I shall be having a meeting then. 8. The old lady had hardly/scarcely sat down when the door bell rang. OR: No sooner had the old lady sat down than the door bell rang.

Part Four

Chinese Translations of the Texts

课文

星期三的花

那是一个艰难的春天。我父亲工厂里的工人罢工了，保安驻扎在了厂房周围以保护那些回来上班的工人。家里的事这么不安定，父亲认为我暑假最好待在学校。开始待在学校的想法很令我激动。我正决定早一年读完大学，假期待在学校无疑会帮助我达到我的目标。

然而，随着假期课程的开始，我的胃出了毛病，我得了结肠炎。我被严格限制饮食，只能吃吉露果子冻、米饭和清淡的鸡脯肉。这些比起自助餐厅的饭来还难吃得多。我因吃这些没完没了的清淡的食物而变得虚弱和厌烦。

一个星期三，一束鲜花送到了我们的宿舍，花是送给我的。由于没有附上便条或姓名，所以没办法得知花是谁送来的。只有一张小纸片上面整齐地写着我的名字。我以为是爸爸送给我的，就打电话表示感谢，但却发现不是爸爸送来的。然后我就成了小南希.朱，从朋友那里挖掘信息并重新审视班上的每一位男士，想把这些神秘的事情拼凑起来，找出是谁送的花。这让我恢复了活力。我发现自己在分析每句来自可能的嫌疑者的话并和我的室友讨论这个问题。希望她能帮我找出我的秘密崇拜者。

大约一周的时间过去了。花已经凋谢了，但那位送花的人还没有现身。下一个星期三，当我深思着路过宿舍办公室门口的时候，我听到有人喊“又有一束送给你的花！这新的男朋友是谁？”我的脸容光焕发，我笑了笑回答说：“我不知道！”随着这第二束鲜花的到来，消息很快传到了其他女孩那里。是我房地产课上那位安静的男孩吗？还是陶艺课上的神秘的伊朗人？但仍然没有一点线索。不久，假期第二阶段的课程就要结束了，我确信我的崇拜者一定想要露面了。但是使我吃惊和灰心的是，第二阶段的课在毫无线索的情况下结束了。

但花还在一直送来！

六个星期中的每个星期三我都会接到一束花。我那聪明的提问方式没有一点作用，并且我再也没有什么可怀疑的对象了。我的室友和我不再是忸怩的、或

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