基英3答案unit 11.docx

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