基英3答案unit 11.docx

1、基英3答案unit 11Unit 11 On Becoming a Better Student (abridged)Section One Pre-reading Activities 1I Audiovisual Supplement 1II. Cultural Background 2Section Two Global Reading 2I. Text Analysis 3II. Structural Analysis 3III. Rhetorical Features 3Section Three Detailed Reading 3I. Text 1 3II. Questions

2、6III. Words and Expressions 6IV. Sentences 9Section Four Consolidation Activities 10.Vocabulary 10II. Grammar 13. Translation 14. Exercises for Integrated Skills 15. Oral Activities 17. Writing 17Section Five Further Enhancement 19I. Lead-in Questions 19II. Text 2 19III. Memorable Quotes 23Section O

3、ne Pre-reading Activities Audiovisual SupplementWatch the video clip and answer the following questions.Script: （视频从文字开头开始播放，前面多余的部分删除）Miss Johnson: Well, if you all feel that strongly about it, leave the room.Student A: What?Miss Johnson: Hey, listen! Nobodys forcing you to be here. You have a choi

4、ce. You can stay, or you can leave. Student B: Lady, why are you playing this game? We dont have a choice.Miss Johnson: You dont have a choice? You dont have a choice on whether or not youre here?Student B: No! If we leave, we dont get to graduate. If we stay, we gotta put up with you.Miss Johnson:

5、Thats a choice, isnt it? You have a choice. You either dont graduate or you have to put up with me. It may not be a choice you like, but it is a choice.Student C: You dont understand nothin. You dont come from where we live. Youre not bussed here. Miss Johnson: Do you have a choice to get on that bu

6、s?Student C: You come live in my neighborhood for one week, then you tell me if you got a choice. Miss Johnson: There are a lot of people who live in your neighborhood who choose not to get on that bus. What do they choose to do? They choose to go out and sell drugs. They choose to go out and kill p

7、eople. They choose to do a lot of other things, but they choose not to get on that bus. The people who choose to get on that bus, which are you, are the people who are saying “I will not carry myself down to die. When I go to my grave, my head will be high.” That is a choice! There are no victims in

8、 this classroom! Student D: Why do you care anyway? Youre just here for the money.Miss Johnson: Because I make a choice to care. And honey, the money aint that good. Student E: Read that again, Miss Johnson. Miss Johnson: What?Student E: Read those lines you just read again. Miss Johnson: “I will no

9、t go down underground cause someone tells me that deaths comin round.”（在每题下面设置按钮，点击以后出现正确答案）1. What kind of impression do you have for the students?They are from lower social class and desperate toward their future because they think there is no chance for them2. How does Miss Johnson try to change

10、their attitude toward future?She uses a piece of poem which tells them the confidence and the choice for the future are in their hands. . Cultural BackgroundPositive Student-teacher Relationship Mutually respectful and supportive Open communication, as well as emotional and academic support that exi

11、sts between students and teachers With empathy, warmth, and genuinenessSection Two Global ReadingI. Text AnalysisIn student-teacher relationship, most students would question what teachers responsibilities are while neglecting their own merits in this reciprocal relationship. They might think they h

12、ave the right to expect their teachers to be perfect, yet they do not understand that all the things they wish to get from their teachers are to be attained with their own efforts as a reward rather than a sure gift; otherwise such things can not be genuinely possessed by them. This essay in the beg

13、inning raises such an unequal situation between students and teachers, and continues to provide several key requirements good students should follow in the eyes of a teacher, including curiosity, discipline, risk-taking, initiative and enthusiasm. The essay ends with more tips for aspiring students.

14、 Only through efforts from both sides can students fully develop themselves in the days of schooling.II. Structural Analysis1) In terms of organization, the article clearly falls into three main parts:The first part (Paragraphs 1-2) states what the writer expects from her students learn how to learn

15、 by themselves.The second part (Paragraphs 3-9) is the body of the essay. The writer discusses the qualities good students have.The third part (Paragraph 10) provides more tips for aspiring students from the author. 2) In order to give prominence to the key points, the author uses the typographic de

16、vice the main points in the second part are in bold and a solid dark dot is added in front of every tip in the third part.III. Rhetorical Features Metaphor. e.g. “We may even have expectations that they be endless repositories of skill and knowledge ” (Paragraph 1) “Repository” is of metaphorical us

17、e to convey that they have so much skill and knowledge that we can perpetually learn from them. Citation. The author has cited four people in the text: Nobel Prize-winning physician Albert Szent-Gyorgi (Paragraph 4), educator Neil Postman (Paragraph 6), director of the Institute for Education Therap

18、y in Berkeley, California Jim Spira and F. M. Alexander of the Alexander Technique (Paragraph 9). Citing the rightly chosen people will certainly strengthen the writers argument.Section Three Detailed ReadingI. Text 1On Becoming a Better Student (abridged)Donna Farhi Schuster1 As students we expect

19、a great deal from our teachers. We expect them to be enthusiastic. We expect them reliable. We may even have expectations that they be endless repositories of skill and knowledge from which we may partake at will.2 As a teacher I have come to feel weighted by these expectations and have begun to see

20、 that it is really not possible to teach. All the words and theories and techniques are of no use to students who have yet to open themselves with receptivity and to take it upon themselves to practice. So in a sense I have given up trying to “teach,” for Ive come to believe that the greatest thing

21、I can offer my students is to help them learn how to find themselves through their own investigation. 3 Many factors come together to make a fine student. Find someone you think is extraordinary, and you will find many, if not all, of the following qualities. People who learn a great deal in what se

22、ems like a very short time embody these qualities. 4 Curiosity Such people are tremendously curious. The whole world is of interest to them, and they observe what others do not. Nobel Prize-winner physician Albert-Gyorgyi put it well when he said, “Discovery consists of looking at the same thing as

23、everyone else and thinking something different.” With this curiosity comes an “investigative spirit”; the learning is not so much the acquisition of information as it is an investigationa questioning, a turning over of the object of study to see all sides and facets. It is not knowing in the sense o

24、f having a rigid opinion, but the ability to look again at another time, in a different light, as Gyorgyi suggests, and to form a new understanding based on that observation. 5 Discipline Any discipline but especially those with great subtlety and complexity, like yoga or tai chi can be a lifelong p

25、ursuit. Persistence, consistency, and discipline are required. Without these, our learning is but forth without substance. There are no shortcuts. The fruit of these seemingly dry qualities (which we prefer to admire in others) is the satisfaction of having tasted the fullness of completion, or the

26、thrill of meeting a difficult challenge with success. Perhaps, though, our culture is in need of redefining what it means to study. If we can look at our chosen discipline or craft as an ongoing process rather than as a discrete accomplishment, the potential for learning can be infinite. With this a

27、ttitude we may find ourselves treating even the most mundane discovery with wide-eyed wonder and joy. 6 Risk-Taking Why is it, then, that so few people live up to their true potential? Beyond the well-paved roads and secure structures we usually build for ourselves lie demons, unsure footing and unf

28、elt pleasures. To be a student is to take risks. Yet most education discourages people from venturing far enough to take risks to make mistakes. “Children enter school as question marks and leave as periods,” observes educator Neil Postman. What kind of punctuation mark do you represent? Do you find

29、 yourself looking for tidy answers that give you a feeling of security? By learning to find the one right answer, we may have relinquished our ability to find other answers and solutions. We learn, then, not to put ourselves into situations where we might fail, because failure has tremendous social

30、stigma. When we try different approaches and do things that have no precedence in our experience, we will surely make mistakes. A creative person uses these “failure” as stepping stones. 7 Initiative Can we begin, then, to see that our teachers are guides on our journey, but that the journey itself

31、is our own responsibility? There is nothing quite so satisfying as undergoing a difficult process and after long hard work discovering the true nature of that process. It could be as simple as throwing a perfect pot, or as complex as formulating a new theory of physics. The satisfaction we feel will

32、 be directly proportional to amount of work we do by ourselves to achieve our goal. Successful students do not expect to be spoon-fed, but take their own initiative. Wanting answers from my teacher has often been a way for me to avoid taking the initiative to discover my own answers through my own practice.8 Enthusiasm To learn, then, is to open oneself. Jim Spira, director of the Institute for Educational Therapy in Berkeley, California, asks his students to prepare th