大學(xué)英語(yǔ)3unit3

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1、Unit 3 Social Problem Part I In-class Reading ? New Words Supposed to Be Mastered: 1. Constantly (adv.) (Line 3, Para. 1) …iii?>__?r?一??E --…—_?一 Example 一 ① He doesn like his new neighbor becausethe husband and the wife constantly quarrel with each other ②The view across the valley prese

2、nted! constantly changing panorama(全景圖). Associations 一 Adj. constant ① He is a constant friend of mine.(堅(jiān)定的， 忠貞的 ) ②No one could bear your constant complaints.(不變的, 時(shí)常發(fā)生的 ) 2. Guilty (adj.) (-ier, -iest) (Line 10, Para. 2) ;Example 一 :① I have a guilty conscience about forgetting to mail you

3、r letter. ② He wasfound /declared guilty . Associations 一 Idiom: ① This guy was guilty of theft. ② I feel guilty about having told a lie. 3. Suppress (v.) (Line 11, Para. 2) 1 1）抑制（感情、思想等） 2）壓制，鎮(zhèn)壓 3）隱藏，藏匿 i Example — 1 ① She could hardlysuppress a smile. 1②Opposition to the governmentw

4、as quickly suppressed. [③ His father tried to suppress the scandal. Associations: suppress bleedinglt 住流血 suppress a yawritp 制打呵欠 suppress the truthB 瞞事實(shí) suppress one s angers火 [suppressor (n)： 鎮(zhèn)壓者 Discrimination: [impress給 留下印象 depress沮喪，壓下 I repress:抑制，忍住 compress壓縮，摘要 4.

5、 Resentful (adj.) (Line 15, Para. 3) i Example 一 i ① He was deeplyresentful at her interference. 1 ② She gave her husband resentfu1100k. I Associations 一 ：v. resent: resent sth./ doing sth./ that 對(duì) 表示忿恨) i n. resentment 忿恨(Line 40, Para. 6) 5「Range (in sth.) from ... to (Line 21, Para. 4) 1

6、 i Example 一 I : I i ①The children rasgag也om 5 to 10 / between 5 and 10. I i . 1 ② His feelings to this failure have ranged from bitterness to hope. 6. Foster (v.) (Line 28, Para. 5) r 一■―?一?一一一一 | 1)培養(yǎng)，促進(jìn) 2)撫養(yǎng)，養(yǎng)育 : I ! Example 一 ； ； 1① I The couple wanted to adopt the black child th

7、ey had beefostering. [ ②She has since gone on to find happiness bostering more than 100 children. : I i ③We hope these meetings will help foster friendly relations between our two countries. : I i These sessions are designed foster better working relationships. i Discrimination: "adopt, cul

8、tivate, nurture ” adopt an idea采納意見(jiàn) : ! adopt a report接受報(bào)告 adopt a child收為養(yǎng)子 I cultivate a love of art:培養(yǎng)對(duì)藝術(shù)的熱愛(ài) cultivate a new generation培育新一代 cultivate the habit of analysis 養(yǎng)成分析的習(xí)慣 ? cultivate rich and famous people結(jié)交有錢有勢(shì)的人 ■ : nature and nurture本性和教養(yǎng)/遺傳和環(huán)境 education and nurture of c

9、hildren兒童的教養(yǎng) nurture a young plant培養(yǎng)植物幼苗 7. Stimulate (v.) (Line29, Para. 5) i " — " l """ " "" 1 [1)刺激，使興奮 2)鼓勵(lì) [ |1 || : : ■ ■ :Example 一 1① Exercisestimulates the body for s zeal i ②The approach of the 2008 Olympic Gamesstimulated Chinese people 1匚「卜 English. i Associations 一 ! ?

10、 ：stimulant (n.)興奮劑；鼓勵(lì)，激勵(lì) I ! i stimulation(n.)刺激行為 i stimulus (n.)刺激(因素)，刺激物[pl] stimuli I 8. Compel (v/n) (Line 54, Para. 7) -二 11 II i Example 一 j ! ii ii ： : [①They submitted becausethey were compelled : ! i ? ? > ? ? i ②His cleverness and skillcompel our admiration. : ; I I

11、 ; ; 11 II j ③ Her illness compelled her to give up his studies. i ： i i | Associations 一 I I : : ■i il I I ! adj. compelling: 使人非注意不可的 I I . : i i ； ； [ ① My second and more compelling reason for going to Dearborn was to see the Henry Ford Museum. ■ Th The court was presented with

12、 compelling evidence that shed murdered her husband. 9. - Optimum (Line56 Para7) Associations 一 optimum population 適度人口 optimum location 最佳位置 optimum price 最優(yōu)價(jià)格 optimum educational opportunity 最佳教育機(jī)會(huì) 10. Accessibility (Line 62, Para. 8) i Associations 一 > I ll ; ; I I ：access - accessib

13、le - accessibility 1①The only access totheir house is along a narrow road. i i ;② Students need easaccess tobooks. r i i i i ? ③The island is accessibleonly by boat. | ④The problem with some of these drugs is that theyire so very accessible I I ; j I I !⑤Two new roads are being built to in

14、creaseccessibility to the town centre. I I j ⑥The accessibility of her plays (= the fact that they can be understood) means that j 1 I she is able to reach a wide audience. 11. Supreme (Line62, Para8) 一二 11 II | 1)最高位的 2)極度的；至上的 | i i | Example 一 1 ①The matter will have to be decided bythe

15、Supreme Court. 1② Love brings him the supreme courage I I ; ; I I ! Technology is to the development of the modern society a matter of supreme| importance. 12. basis(Line 21 , Para4) [Pl]： bases i j I I i Example — il II I: I I I [ ① A steady process in economy is supposed to establis

16、h/lay a basis for the i construction of a Harmonious Society. I I ! ! i i [ ②On the basis ofthese facts, we can reach the following conclusion. ■ ■ 13. concern (Line59 ) Para8) 1 1) 掛念，擔(dān)心”，不可數(shù)名詞，后接about/for | I I 一I feel no concern about the matter. 1 2) 關(guān)系，利害關(guān)系” concer后接with/in 1 i ! [ I

17、I ; ： 一I have no concern with the matter. 14. Arise v. (Line66 , Para8) (arose, arisen) 1 1)出現(xiàn)，產(chǎn)生 ! I I : : [①The birds also attack crops when the opportunity arises. ! i i i i -i i i i ■② Problems arose over plans to build a new supermarket here. ： ： ? ? [2)由……引起，起源于 | : ■ [ ①Are th

18、ere any matters arising from the last meeting? : : i ②The board acknowledges the problems which arise from the lack of capital. 15. expense n ( Line2 , Para1) 11)花費(fèi)，費(fèi)用”，常為不可數(shù) I I ■ I 1 — household expense 家庭支出； public expense 公費(fèi)； i ； ? [ 2)具體的 花一筆錢”或 費(fèi)用，津貼”多為可數(shù) i 一living expenses 生活費(fèi) traveli

19、ng expenses 旅費(fèi) Associations: | at one s expe喇訴某人， 花某人的錢 I | at the expense of不顧 ，對(duì) 不利，以犧牲 為代價(jià) > put sb. to the expense of讓某人花錢 i spare no expensed 惜一切代價(jià) ... 16. invaluable adj ( Line65 , Para8) i Discrimination 一 I I ■ ■ I I 1 — valuable：有價(jià)值的 1 ! ! ? ? 1 — invaluable：極為寶貴的，珍貴的 1 ：

20、； I — priceless極為貴重的，無(wú)價(jià)的 I : : r 1 I- : i i 1 — worthless： 一文不值的 ! I I： I !i t! ； : ? ? invaluable 和 priceless i i I： ： | invaluable意為 珍貴的”，多指質(zhì)地上是非常寶貴的，也可對(duì)實(shí)際無(wú)法計(jì)價(jià)的事 | [ 物進(jìn)行修飾；be invaluable to … [ I I ■ ■ I I e.g. Their services were invaluable to me. | priceless意為極貴重的，無(wú)價(jià)的"， | I I

21、 e.g. Is this dress priceless? 17. necessity n (Line52 ) Para7) ! "! [必要性”：為不可數(shù)名詞。 [ ■ ■ I I 1① We don think your daughter has the necessity of trying her luck in this ] ; ■ competition. i ! i Considering the necessity for saving the countless refugee, the general manager i decided to pro

22、vide free soup. I I 1 （Note: 一般后面不接動(dòng)詞不定式） | Associations: | be in necessity處于貧困的境地， | of necessity當(dāng)然，不可避免地， in case of necessity 在必要時(shí)， : : under the necessity of doing sth.不得不作某事 11 J ... 18. fulfillment n （ Line53） Para7） 11）滿足感 1 I I ; ; 11 [I ① He gets a great sense of fulf川ment f

23、rom his work. ! ! ? ? ② The real joy of the work is helping people find personal fulfillment. ! ! 2）（愿望等）實(shí)現(xiàn)，履行（職責(zé)、諾言） i ; 1 ? ? ? > > ① Visiting Angkor was the fulf川ment of a childhood dream. 11 1I ②The money is crucial to the fulfillment of the government s economic policies ? Difficu

24、lt Sentences & Useful Expressions from the Text: 1. In the United States the cost of living has been steadily rising for the past few decades.【Food prices, clothing costs, housing expenses, and tuition fees are constantly getting higher and higher. Partly because of financial need, and partly becau

25、seof career choices for personal fulf川ment, mothers have been leaving thetraditional role of full-time homemaker.] Increasingly they have been takingsalaried jobs outside the home. 2. Making such a significant role change affects the entire family, especially the children. Some consequences are ob

26、vious. For exampled innertime is at a later hour. The emotional impact, on the other hand, can be more subtle. Mother leave home in the morning, feeling guilty because they will not be home when their children return from school. [They suppress their guilt since they believe that their work will be

27、nefit the long run. The income will enable the family to save for college tuition, take an extended vacation, buy a new car, and so on. 3. The emotional impact on the children can be significant. It is quite common for children to feel hurt and resentful. After all, they are alone several hours, a

28、nd they feel that their mothers should be there for them. They might need assistance with their homework or want to share the day s aciv 啦 too soften, however, the mothers arrive home exhausted and face the immediate task of preparing dinneTheir priority is making the evening meal for the f

29、amily, not engaging in relaxed conversation. 4. Latchkey children range in age from six to thirteen. [On a daily basis they return from school and unlock the door to their home with the key hanging around their necks. They are now on their own, alone, in quiet, empty rooms. For some youngsters, it

30、is a productive period of private time, while for others it is a frightening, lonely void ] . For reasons of safety, many parents forbid their children to go out to play or to have visitors at home. The youngsters, therefore, feel isolated. 5. Latchkey children who were interviewed reported diverse

31、 reactions [ Some latchkey children said that being on their own for a few hours each day fostered, or stimulated, a senseof independenceand responsibility. They felt loved and trusted, and this feeling encouraged them to be self-confidentl Latchkey girls, by observing how their mothers coped with

32、the demands of a family and a job, learned the role model of a working mother. Some children stated that they used their unsupervised free time to perfect their athletic skills, such as playing basketball. Others read books or practiced a musical instrument. These children looked upon their free tim

33、e after school as an opportunity for personal development. It led to positive, productive, and valuable experiences. 6. Conversely, many latchkey children expressedmuch bitterness, resentment, and anger for being made to live in this fashion. 【Many claimed that too much responsibility was placed

34、on them at an early age; it was an overwhelming burden! They were little people who really wanted to be protected, encouraged, and cared for through attention from their mothers. Coming home to an empty house was disappointing, lonely, and often frightening. They felt abandonedby their mothers. Aft

35、er all, it seemedto them that most other children had “ normal families whose mothers were “aroundwh ereas their own mothers were never home. [ Many children turned on the television for the whole afternoon day after day, in order to diminish feelings of isolation; furthermore, the voices were comf

36、orting. Frequently, they would doze off.] 7. Because of either economic necessity or strong determination for personal fulf川ment, or both, the phenomenon of latchkey children is widespread in our society. Whatever the reason, it is a compelling situation with which families must cope. The question

37、to ask is not whether or not mothers should work full-time. Given the reality of the situation, the question to ask is: how can an optimum plan be worked out to deal effectively with the situation. 8. It is advisable for all members of the family to express their feelings and concerns about the ine

38、vitable change candidly. These remarks should be discussed fully. Many factors must be taken into consideration: the children pessonality and maturity, the amount of time the children will be alone, the safety of the neighborhood, accessibility of help in case of an emergency.Of supreme importance i

39、s the quality of the relationship between parents and childrenlt is most important that the children be secure in the knowledge that they are loved. Feeling loved provides invaluable emotional strength to cope successfully with almost any difficulty that arises in life. ? Students Tasks to Be Check

40、ed in Class: Study as much as possible the in-class reading (including new words and phrases, text, grammar items etc.) so that you will be fully prepared for the following: 1. Dictation (words , phrases or sentences from the text) 2. Read aloud and learn the expressions marked as 1 】" by heart

41、3. Answer or discuss the questions concerning the topic of the text 4. summary of the story from the text 5. Finish the exercises; (Page 112-114) 6. Oral presentation: ① For Group 2 : You are expected to create a story abousocial problem” as you like and perform it in class. Here are the require

42、ment s 一 always keep to the point, concise, concrete, and convincin g no more than 10 minutes) 一 each member of Group 1 should take part in the performance the main body of the your presentation should be made in a PPT or WORD file. ② For Other Groups : You are expected to prepare collectively f

43、or the following topic and will be asked to answer Miss Flying s questions in class. Any students personal performance is closely related to his team s achievement: “What social problems do you know ? ” Part II After-class Reading Students are encouraged to learn this part as much as possible: ★

44、 main ideas & implications of the reading materials ★ new words & expressions ★ useful sentences & grammatical points Note: Quizzes and examination papers will undoubtedly include after-class reading. Part III Listening-centered Activities Students are asked to finish Part Two &Part Four of Unit 1 (Book III ) from your listening book.