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新视野大学英语第三册第三单元

Unit 3

NHCE-BIII-Unit 3 MENU

I. Objectives

II. Preview

III. Leading-in

IV. Section A-Text

V. Answers to Exercises

VI. Extensive Tasks

VII. Testing Yourself

VIII. Homework

NHCE-BIII-Unit 3 I: Objectives

Objectives Students would: ? 1. be able to successfully finish listening, speaking, reading and writing tasks related to the theme – education and its aim — cultural differences, with the help of theme vocabulary. ? 2. improve the accuracy of their spoken and written output, thanks to theme words and expressions. ? 3. improve the fluency of their spoken output during the completion of the chains of tasks. ? 4. understand the cultural differences.

1. What is the purpose of education?

?Education has for its

object the formation

of character.

?教育的目的在于品德

的培养。

?Education is not an

end, but a means to

end.

?教育不是目的，而是

一种达到目的的手段。

?An educational

system should be one

in which the love of

learning, rather than

the acquisition of

facts, is cultivated.

?教育应该培养学生酷

爱学习，而不仅仅是

为了获取事实。

?It is wrong to spoon-

feed the students.

?对学生进行填鸭式教

育是错误的。

?Education polishes

good natures, and

corrects bad ones.

?教育可以光大善良的

天性，纠正邪恶的天

性。

2. How do you understand the following words?

Give a man a fish, and you feed him for the day.

授人以鱼，当日满足。

Teach him how to fish, and you feed him for a lifetime.

授人以渔，受益一生。

Unit 3

https://www.sodocs.net/doc/bf14459908.html,cational Differences between East

and West at the Micro-Level

Case Study Based on the Film

“The Gua Sha Treatment”

In one scene, Datong’s son Denise had a fight with his American friend, whose father was the colleague of Datong. Datong slapped Denise, which shocked John. Datong explained later that slapping his son was an act of showing respect and giving “Mianzi” (face) to him.

Let’s Talk

① Why does John feel shocked?

② What cultural differences are presented here?

References

John couldn’t understand the Eastern culture which honors the truth that gold needs to be hammered, and the child must be beaten. (玉不琢不成器，铁不打不成钢) Chinese people think that beating children is out of love for them, while Americans think beating children is an violation of their rights.

https://www.sodocs.net/doc/bf14459908.html,cational Differences between East and West at the Macro-Level Case Study Based on a True Incident

有一次，荷兰首相来中国访问。中方安排他的夫人参观幼儿园。

当时天空飘着雨丝，礼宾车队抵达幼儿园门口时，只见门口两边齐刷刷地站了两队小朋友，一色儿的白衬衣、蓝裤子、白球鞋，一律昂首挺胸，站得笔直，一见首相夫人下来，负责的老师做了个“起”的手势，小朋友全部有节奏地挥舞着手中颜色鲜艳的塑料花，异口同声地喊“欢迎、欢迎、热烈欢迎”。

首相夫人在孩子们的夹道欢迎下走进一间幼儿园的教室开始参观。只见整个教室鸦雀无声，孩子们个个在座位上纹丝不动，双手放在背后，稚气的脸上表情非常严肃，首相夫人很快结束了参观。

Food for Thought

①Why did the wife of the Dutch Premier cut the visit?

②From the case, what kind of Chinese educational values are reflected?

References

…children under strict discipline, the value of education…

stressing uniformity, teacher authority, respect, academic performance…

Compare

Teachers’ position:

authority vs. mentor (鱼 vs. 渔）

Students’ position:

receive vs. challenge

School’s position:

Which one is more important, character training or knowledge imparting?

Unit 3

Since the Hyde principles are somewhat different from those of other schools, they are rejected by some schools, as described in Para. 3, and appreciated by others, as described in Paras. 4 – 11.

Detailed principles and approaches in the Hyde School.

This part is about how beneficial or good the program is to both the teachers and the students.

An introduction to the principles on which the Hyde School operate.

1. Structure of Text

Para.1-2 Para. 3-11 Para. 12-16 Para.17-20

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Unit 1 1学习外语是我一生中最艰苦也是最有意义的经历之一。虽然时常遭遇挫折，但却非常有价值。 2我学外语的经历始于初中的第一堂英语课。老师很慈祥耐心，时常表扬学生。由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。两年中，我的成绩一直名列前茅。 3到了高中后，我渴望继续学习英语。然而，高中时的经历与以前大不相同。以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。每当有谁回答错了，她就会用长教鞭指着我们，上下挥舞大喊：“错！错！错！”没有多久，我便不再渴望回答问题了。我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。 4好在这种情况没持续多久。到了大学，我了解到所有学生必须上英语课。与高中老师不。大学英语老师非常耐心和蔼，而且从来不带教鞭！不过情况却远不尽如人意。由于班大，每堂课能轮到我回答的问题寥寥无几。上了几周课后，我还发现许多同学的英语说得比我要好得多。我开始产生一种畏惧感。虽然原因与高中时不同，但我却又一次不敢开口了。看来我的英语水平要永远停步不前了。 5直到几年后我有机会参加远程英语课程，情况才有所改善。这种课程的媒介是一台电脑、一条电话线和一个调制解调器。我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。 6网上学习并不比普通的课堂学习容易。它需要花许多的时间，需要学习者专心自律，以跟上课程进度。我尽力达到课程的最低要求，并按时完成作业。 7我随时随地都在学习。不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。我学习中出过许多错，有时是令人尴尬的错误。有时我会因挫折而哭泣，有时甚至想放弃。但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。尽管我还是常常出错，还有很多东西要学，但我已尝到了刻苦学习的甜头。 8学习外语对我来说是非常艰辛的经历，但它又无比珍贵。它不仅使我懂得了艰苦努力的意义，而且让我了解了不同的文化，让我以一种全新的思维去看待事物。学习一门外语最令人兴奋的收获是我能与更多的人交流。与人交谈是我最喜欢的一项活动，新的语言使我能与陌生人交往，参与他们的谈话，并建立新的难以忘怀的友谊。由于我已能说英语，别人讲英语时我不再茫然不解了。我能够参与其中，并结交朋友。我能与人交流，并能够弥合我所说的语言和所处的文化与他们的语言和文化之间的鸿沟。 III. 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive 6. commitment 7. virtual 8. benefits 9. minimum 10. opportunities IV. 1. up 2. into 3. from 4. with 5. to 6. up 7. of 8. in 9. for 10.with V. 1.G 2.B 3.E 4.I 5.H 6.K 7.M 8.O 9.F 10.C Sentence Structure VI. 1. Universities in the east are better equipped, while those in the west are relatively poor. 2. Allan Clark kept talking the price up, while Wilkinson kept knocking it down. 3. The husband spent all his money drinking, while his wife saved all hers for the family. 4. Some guests spoke pleasantly and behaved politely, while others wee insulting and impolite. 5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry. VII. 1. Not only did Mr. Smith learn the Chinese language, but he also bridged the gap between his culture and ours. 2. Not only did we learn the technology through the online course, but we also learned to communicate with friends in English. 3. Not only did we lose all our money, but we also came close to losing our lives.

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Never, ever give up! 1 As a young boy, Britain's great Prime Minister, Sir Winston Churchill, attended a public school called Harrow. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school for deviating from the rules. Thankfully, he did finish at Harrow and his errors there did not preclude him from going on to the university. He eventually had a premier army career whereby he was later elected prime minister. He achieved fame for his wit, wisdom, civic duty, and abundant courage in his refusal to surrender during the miserable dark days of World War II. His amazing determination helped motivate his entire nation and was an inspiration worldwide. 英国首相温斯顿·丘吉尔小时候就读于一所名为哈罗的公立学校。他不是一个好学生，如果他不是来自一个有名的家庭，他可能会因为背离校规而被开除出学校。谢天谢地，他在哈罗大学毕业了，他的错误并没有妨碍他继续上大学。他最终有了一个陆军总理的职业生涯，后来他被选为首相。他以机智、智慧、公民责任和在二战黑暗的日子里拒绝投降的勇气而出名。他惊人的决心有助于激励他的整个国家，也是全世界的灵感来源。 2 Toward the end of his period as prime minister, he was invited to address the patriotic young boys at his old school, Harrow. The headmaster said, "Young gentlemen, the greatest speaker of our time, will be here in a few days to address you, and you should obey whatever sound advice he may give you." The great day arrived. Sir Winston stood up, all five feet, five inches and 107 kilos of him, and gave this short, clear-cut speech: "Young men, never give up. Never give up! Never give up! Never, never, never, never!" 在他担任总理的时期即将结束之际，他被邀请在他的旧学校哈罗向爱国青年发表演讲。校长说：“年轻的先生们，我们这个时代最伟大的演讲者，几天后将到这里向你们讲话，你们应该听从他给你们的任何合理建议。”伟大的一天到来了。温斯顿爵士站了起来，他身高五英尺五英寸，体重107公斤，简短而清晰地说：“年轻人，永不放弃。永不放弃！永不放弃！从不，从不，从不，从不！” 3 Personal history, educational opportunity, individual dilemmas —none of these can inhibit a strong spirit committed to success. No task is too hard. No amount of preparation is too long or too difficult. Take the example of two of the most scholarly scientists of our age, Albert Einstein and Thomas Edison. Both faced immense obstacles and extreme criticism. Both were called "slow to learn" and written off as idiots by their teachers. Thomas Edison ran away from school because his teacher whipped him repeatedly for asking too many questions. Einstein didn't speak fluently until he was almost nine years old and was such a poor student that some thought he was unable to learn. Yet both boys' parents believed in them. They worked intensely each day with their sons, and the boys learned to never bypass the long hours of hard work that they needed to succeed. In the end, both Einstein and Edison overcame their childhood persecution and went on to achieve magnificent discoveries that benefit the entire world today. 个人历史、教育机会、个人困境——这些都不能抑制致力于成功的坚强精神。没有任务太难。准备的时间不要太长或太难。以我们这个时代最有学术价值的两位科学家为例，阿尔伯特·爱因斯坦和托马斯·爱迪生。双方都面临巨大的障碍和极端的批评。两人都被老师称为“学习慢”，并被他们的老师当作白痴注销。托马斯·爱迪生逃学是因为他的老师因为问太多问题而不断鞭打他。爱因斯坦直到九岁时才说得流利，他是一个很穷的学生，有些人认为他无法学习。然而，两个男孩的父母都相信他们。他们每天都和儿子们一起努力工作，孩子们学会了永远不要绕开他们要成功所需的长时间辛勤工作。最后，爱因斯坦和爱迪生都克服了童年时代的迫害，继续取得了有利于当今世界的伟大发现。

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