基英3答案unit 11.docx
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基英3答案unit11
Unit11OnBecomingaBetterStudent(abridged)
SectionOnePre-readingActivities1
I.AudiovisualSupplement1
II.CulturalBackground2
SectionTwoGlobalReading2
I.TextAnalysis3
II.StructuralAnalysis3
III.RhetoricalFeatures3
SectionThreeDetailedReading3
I.Text13
II.Questions6
III.WordsandExpressions6
IV.Sentences9
SectionFourConsolidationActivities10
Ⅰ.Vocabulary10
II.Grammar13
Ⅲ.Translation14
Ⅳ.ExercisesforIntegratedSkills15
Ⅴ.OralActivities17
Ⅵ.Writing17
SectionFiveFurtherEnhancement19
I.Lead-inQuestions19
II.Text219
III.MemorableQuotes23
SectionOnePre-readingActivities
.AudiovisualSupplement
Watchthevideoclipandanswerthefollowingquestions.
Script:
(视频从文字开头开始播放,前面多余的部分删除)
MissJohnson:
Well,ifyouallfeelthatstronglyaboutit,leavetheroom.
StudentA:
What?
MissJohnson:
Hey,listen!
Nobody’sforcingyoutobehere.Youhaveachoice.Youcanstay,oryoucanleave.
StudentB:
Lady,whyareyouplayingthisgame?
Wedon’thaveachoice.
MissJohnson:
Youdon’thaveachoice?
Youdon’thaveachoiceonwhetherornotyou’rehere?
StudentB:
No!
Ifweleave,wedon’tgettograduate.Ifwestay,wegottaputupwithyou.
MissJohnson:
That’sachoice,isn’tit?
Youhaveachoice.Youeitherdon’tgraduateoryouhavetoputupwithme.Itmaynotbeachoiceyoulike,butitisachoice.
StudentC:
Youdon’tunderstandnothin’.Youdon’tcomefromwherewelive.You’renotbussedhere.
MissJohnson:
Doyouhaveachoicetogetonthatbus?
StudentC:
Youcomeliveinmyneighborhoodforoneweek,thenyoutellmeifyougotachoice.
MissJohnson:
Therearealotofpeoplewholiveinyourneighborhoodwhochoosenottogetonthatbus.Whatdotheychoosetodo?
Theychoosetogooutandselldrugs.Theychoosetogooutandkillpeople.Theychoosetodoalotofotherthings,buttheychoosenottogetonthatbus.Thepeoplewhochoosetogetonthatbus,whichareyou,arethepeoplewhoaresaying“Iwillnotcarrymyselfdowntodie.WhenIgotomygrave,myheadwillbehigh.”Thatisachoice!
Therearenovictimsinthisclassroom!
StudentD:
Whydoyoucareanyway?
You’rejusthereforthemoney.
MissJohnson:
BecauseImakeachoicetocare.Andhoney,themoneyain’tthatgood.
StudentE:
Readthatagain,MissJohnson.
MissJohnson:
What?
StudentE:
Readthoselinesyoujustreadagain.
MissJohnson:
“Iwillnotgodownunderground‘causesomeonetellsmethatdeath’scomin’round.”
(在每题下面设置按钮,点击以后出现正确答案)
1.Whatkindofimpressiondoyouhaveforthestudents?
Theyarefromlowersocialclassanddesperatetowardtheirfuturebecausetheythinkthereisnochanceforthem
2.HowdoesMissJohnsontrytochangetheirattitudetowardfuture?
Sheusesapieceofpoemwhichtellsthemtheconfidenceandthechoiceforthefutureareintheirhands.
.CulturalBackground
PositiveStudent-teacherRelationship
●Mutuallyrespectfulandsupportive
●Opencommunication,aswellasemotionalandacademicsupportthatexistsbetweenstudentsandteachers
●Withempathy,warmth,andgenuineness
SectionTwoGlobalReading
I.TextAnalysis
Instudent-teacherrelationship,moststudentswouldquestionwhatteachers’responsibilitiesarewhileneglectingtheirownmeritsinthisreciprocalrelationship.Theymightthinktheyhavetherighttoexpecttheirteacherstobeperfect,yettheydonotunderstandthatallthethingstheywishtogetfromtheirteachersaretobeattainedwiththeirowneffortsasarewardratherthanasuregift;otherwisesuchthingscannotbegenuinelypossessedbythem.Thisessayinthebeginningraisessuchanunequalsituationbetweenstudentsandteachers,andcontinuestoprovideseveralkeyrequirementsgoodstudentsshouldfollowintheeyesofateacher,includingcuriosity,discipline,risk-taking,initiativeandenthusiasm.Theessayendswithmoretipsforaspiringstudents.Onlythrougheffortsfrombothsidescanstudentsfullydevelopthemselvesinthedaysofschooling.
II.StructuralAnalysis
1)Intermsoforganization,thearticleclearlyfallsintothreemainparts:
Thefirstpart(Paragraphs1-2)stateswhatthewriterexpectsfromherstudents—learnhowtolearnbythemselves.
Thesecondpart(Paragraphs3-9)isthebodyoftheessay.Thewriterdiscussesthequalitiesgoodstudentshave.
Thethirdpart(Paragraph10)providesmoretipsforaspiringstudentsfromtheauthor.
2)Inordertogiveprominencetothekeypoints,theauthorusesthetypographicdevice—themainpointsinthesecondpartareinboldandasoliddarkdotisaddedinfrontofeverytipinthethirdpart.
III.RhetoricalFeatures
●Metaphor.
e.g.“Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledge…”(Paragraph1)
“Repository”isofmetaphoricalusetoconveythattheyhavesomuchskillandknowledgethatwecanperpetuallylearnfromthem.
●Citation.
Theauthorhascitedfourpeopleinthetext:
NobelPrize-winningphysicianAlbertSzent-Gyorgi(Paragraph4),educatorNeilPostman(Paragraph6),directoroftheInstituteforEducationTherapyinBerkeley,CaliforniaJimSpiraandF.M.AlexanderoftheAlexanderTechnique(Paragraph9).Citingtherightlychosenpeoplewillcertainlystrengthenthewriter’sargument.
SectionThreeDetailedReading
I.Text1
OnBecomingaBetterStudent
(abridged)
DonnaFarhiSchuster
1Asstudentsweexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.
2AsateacherIhavecometofeelweightedbytheseexpectationsandhavebeguntoseethatitisreallynotpossibletoteach.Allthewordsandtheoriesandtechniquesareofnousetostudentswhohaveyettoopenthemselveswithreceptivityandtotakeituponthemselvestopractice.SoinasenseIhavegivenuptryingto“teach,”forI’vecometobelievethatthegreatestthingIcanoffermystudentsistohelpthemlearnhowtofindthemselvesthroughtheirowninvestigation.
3Manyfactorscometogethertomakeafinestudent.Findsomeoneyouthinkisextraordinary,andyouwillfindmany,ifnotall,ofthefollowingqualities.Peoplewholearnagreatdealinwhatseemslikeaveryshorttimeembodythesequalities.
4CuriositySuchpeoplearetremendouslycurious.Thewholeworldisofinteresttothem,andtheyobservewhatothersdonot.NobelPrize-winnerphysicianAlbert-Gyorgyiputitwellwhenhesaid,“Discoveryconsistsoflookingatthesamethingaseveryoneelseandthinkingsomethingdifferent.”Withthiscuriositycomesan“investigativespirit”;thelearningisnotsomuchtheacquisitionofinformationasitisaninvestigation—aquestioning,aturningoveroftheobjectofstudytoseeallsidesandfacets.Itisnotknowinginthesenseofhavingarigidopinion,buttheabilitytolookagainatanothertime,inadifferentlight,asGyorgyisuggests,andtoformanewunderstandingbasedonthatobservation.
5DisciplineAnydiscipline—butespeciallythosewithgreatsubtletyandcomplexity,likeyogaort’aichi—canbealifelongpursuit.Persistence,consistency,anddisciplinearerequired.Withoutthese,ourlearningisbutforthwithoutsubstance.Therearenoshortcuts.Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefullnessofcompletion,orthethrillofmeetingadifficultchallengewithsuccess.Perhaps,though,ourcultureisinneedofredefiningwhatitmeanstostudy.Ifwecanlookatourchosendisciplineorcraftasanongoingprocessratherthanasadiscreteaccomplishment,thepotentialforlearningcanbeinfinite.Withthisattitudewemayfindourselvestreatingeventhemostmundanediscoverywithwide-eyedwonderandjoy.
6Risk-TakingWhyisit,then,thatsofewpeopleliveuptotheirtruepotential?
Beyondthewell-pavedroadsandsecurestructuresweusuallybuildforourselvesliedemons,unsurefooting—andunfeltpleasures.Tobeastudentistotakerisks.Yetmosteducationdiscouragespeoplefromventuringfarenoughtotakeriskstomakemistakes.“Childrenenterschoolasquestionmarksandleaveasperiods,”observeseducatorNeilPostman.Whatkindofpunctuationmarkdoyourepresent?
Doyoufindyourselflookingfortidyanswersthatgiveyouafeelingofsecurity?
Bylearningtofindtheonerightanswer,wemayhaverelinquishedourabilitytofindotheranswersandsolutions.Welearn,then,nottoputourselvesintosituationswherewemightfail,becausefailurehastremendoussocialstigma.Whenwetrydifferentapproachesanddothingsthathavenoprecedenceinourexperience,wewillsurelymakemistakes.Acreativepersonusesthese“failure”assteppingstones.
7InitiativeCanwebegin,then,toseethatourteachersareguidesonourjourney,butthatthejourneyitselfisourownresponsibility?
Thereisnothingquitesosatisfyingasundergoingadifficultprocessandafterlonghardworkdiscoveringthetruenatureofthatprocess.Itcouldbeassimpleasthrowingaperfectpot,orascomplexasformulatinganewtheoryofphysics.Thesatisfactionwefeelwillbedirectlyproportionaltoamountofworkwedobyourselvestoachieveourgoal.Successfulstudentsdonotexpecttobespoon-fed,buttaketheirowninitiative.Wantinganswersfrommyteacherhasoftenbeenawayformetoavoidtakingtheinitiativetodiscovermyownanswersthroughmyownpractice.
8EnthusiasmTolearn,then,istoopenoneself.JimSpira,directoroftheInstituteforEducationalTherapyinBerkeley,California,askshisstudentstoprepareth