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新编大学英语(第三版)综合1-教师用书-答案

新编大学英语(第三版)综合1-教师用书-答案
新编大学英语(第三版)综合1-教师用书-答案

新编大学英语(第三版)综合1-教师用书-答案

Unit 1 Personal Relationships

Part 1 Preparation

1 Welcoming to Our Group!

1 Group Work

Group work is an important activity students are required to do throughout the semester. In the activity students can listen to each other and share each other’s ideas and experiences. Interpersonal relationships will develop during the process of working together. What’s more, working in small groups, say, between 3 and 5, students will have greater opportunities to improve their listening and speaking skills than they can when the whole class works together.

In addition, group work can help practice and develop four key skills: problem-solving, decision-making, critical thinking and creative thinking.

To involve students in this activity each group should have a group leader to help the teacher achieve this goal. Students may change their groups every 5 or

6 weeks so as to be able to know more of their classmates. They may also take

turns being group leaders.

2 The Procedures of Group Discussion

In an ideal small group discussion, group members are encouraged to contribute their personal opinions or knowledge of a particular issue, support those opinions, discuss differences of opinion within the group, and eventually, report to the whole class. A small group discussion can be generally divided into the following procedures:

i Forming Groups

In the first class of small group discussion, the whole class is divided into several groups. How many groups are produced? Are the groups student-selected or teacher-selected? Are they gender-mixed or proficiency-mixed? All these will be decided according to the practical situation of the class, for example, how many students there are in the class, the purpose of the activity and so on.

ii Instructions

The instructions given at the beginning are crucial: If the students do not understand exactly what they are to do, they will be confused and a lot of time will likely be wasted.

iii Processes

The teacher’s job during the activity is to go from group to group, monitor, and either contribute or keep out of the way—whichever is likely to be more helpful. If the teacher does decide to intervene, their contribution may take the

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form of:

? providing approval and support,

? helping students who are having difficulty, and

? keeping the students using the target language.

iv Ending

If the teacher has set a time limit, then this will help terminate the activity if the discussion is about to finish.

v Presentation

If the teacher implicitly leads students to some discussion of the “findings” of the groups, then

they may leave enough time for this to take place. Because this progress gives each group a chance to perceive differences and similarities in their work, and it provides motivation for further group work. As a result, this phase brings the class back together as a whole community of learners and even a very short period of whole-class discussion reminds students that everyone in the room is

a member of a team of learners.

vi Feedback

A feedback session usually takes place at the end of the small group discussion.

Feedback on the task may take many forms: presenting a possible solution, evaluating suggestions, or just expressing appreciation of the effort that has been invested.

Although all participants in a discussion have the responsibility to listen and remember some of the information and contributions, teachers have a special responsibility to retain virtually everything said. They must develop the ability to recall at appropriate times what has been said earlier in order to illustrate points made later.

3 Teacher’s Primary Roles in Group Discussion

i Participant

In small group discussion, teachers need to communicate openly and empathically with the students. The teacher opens spaces for students to share and clarifies unfamiliar ways of thinking.

Teachers as participants improve the atmosphere in the class and offer students a chance to learn from them.

ii Facilitator

Teachers as facilitators encourage students to participate and make suggestions when students are confused. They make the discussion easier for their students, and assist them in finding their own ways to success. Teachers, to be facilitators, must first of all be real and genuine, discarding masks of superiority and omniscience.

iii Coordinator

It is the teachers that keep the discussion process flowing smoothly and efficiently. Teachers must coordinate the activities, leading students toward greater communicative ability.

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iv Director

Just as the theater director plays a pivotal role in sustaining the fiction of a stage drama, so does the teacher use the classroom stage to simulate the real world.

v Consultant / Resource

Obviously, teachers in the classroom are just like a walking resource center and provide help where necessary.

vi Organizer

It’s the teacher’s responsibility to help the students to organize the group discussion and discuss with the students what they are going to talk about, make clear about what their task is, get the activity going, and then organize feedback when it is over. Teachers are responsible for ensuring that group discussion is satisfactorily organized at a practical level.

STEP ONE

Sample

Hello, everyone. I’m the leader of Group Beast. You may wonder why our group has such a strange name. Let me explain. If the letter “a” is taken out of “beast”, what word do we have now? Yes, that’s “best”. So I believe our group will be the best of all. Now let’s take “a”, “s”, and “t” out of the word “beast”, and we have the word “be”, which has exactly the same pronunciation as “bee”, a hard-working animal. This implies that all the members in Group Beast are very diligent in their work. Finally, let’s take “s” out of “beast”. What word do the remaining letters make up? That’s “beat”. We’ll beat all the other groups in the class. So if you want to be the best, if you want to be the winner, please join Group Beast.

STEP THREE

Sample

? My name is Wang Ling. I am 18. I come from Hangzhou, Zhejiang Province. I graduated from the Fourth Middle School. Hangzhou is a very beautiful city and its West Lake is famous all over China. I love my hometown.

I have a lot of hobbies, such as playing tennis, basketball, table tennis, and listening to music. I hope we can become good friends.

? My name is Zhang Ping. I come from Harbin, Heilongjiang P rovince. It took me more than 30 hours to get here by train. I hope I can get used to the climate and food here soon.

I’m a bit shy, and that’s why I didn’t volunteer to be a group leader. My friends all say that I’m gentle and easy-going but a little lazy. I have many hobbies but reading is my chief hobby. My favorite writer is Charles Dickens. I’ve read almost all his works. I hope we can really be “the best”, “the winner”.

2 Developing Personal Relationships

Sample

? Yes. I’m afraid it’s true. Most of u s have had cell-phones and computers since

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we were in junior high school or even earlier. They have become an important part in our lives. We don’t have to see each other in person and can reach anyone we want to easily. When I was a high school student, I used to keep myself in my own room, doing homework. Sometimes I did enjoy myself, listening to music, playing computer games, chatting online or sending text messages to my classmates. We seldom saw each other face to face after school because we didn’t

h ave to. I’ve been used to the two kinds of tools that I feel at a loss when facing

people personally. I know it’s very important to develop personal relationships in society. Hopefully I can learn how to do so during my college years.

? No, I don’t think s o. I think computers are just a kind of tool and are used to help us communicate with each other when we’re physically far apart. I’ve been using a computer for a long time and upgraded it when I was a second year student in senior high school. I have quite a few very good friends. They were my high school classmates and we spent a lot of time together after school. Each week we spent at least one night together, going to the movies, singing at a karaoke bar or just talking at someone’s home. During the lon g holidays, we went

traveling together. Now we are in different colleges or universities and still keep in touch with each other. Surely, when we’re back home, we’ll visit each other and get together often. Now I’m a college student and have more opportun ities to make new friends. I’m sure I’ll have more friends during the four years here.

3 Enjoying a Joke

Sample

The woman’s neighbors disliked her, so they were happy to hear that she was going to move out. They believed the neighborhood would be a better one after the woman moved out.

Part2 Reading-Centered Activities

In-Class Reading

Pre-Reading

Sample

1 I’d like to share anything I have with my best friends. By best friends, I mean those I can talk to about my feelings, good news, problems or even suff erings. We’re able to exchange ideas, suggestions or comments, and help and support each other at any time. We can’t have many best friends in our lives. With a couple or so, I’ll be the luckiest person in the world. As to my casual friends, I would give to them what they really need. By “need”, I mean those things without which their study, career or health will be affected seriously. I’ll help them when needed because “a friend in need is a friend indeed”.

2 I was a blood donor about a year ago. When I was in the hospital a doctor told me that my blood type was hard to find but badly in need. I immediately donated my

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