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新视野大学英语第二册（第三版）教案
文化中心拍的那张照片不够清晰。
She has a distinct pronunciation. 她的发音清楚。
There is a distinct smell of smoke in my room. 我的房间里有一股明显的香烟味。 distinct的另一个词义是“明显不同的；有区别的”。例如： Our interests were quite distinct from those of them. 我们的兴趣与他们的兴趣截然不同。
现将distinct和distinctive 用在一个句子里，以便区分： One of the distinctive features of this book is its distinct illustrations. 这本书很明显的特点之一就是其具有清楚明了的图解。 8. proclaim, claim
1) proclaim是正式宣告或公开宣告，“宣告”的中文意思比“声明”要严肃。例如： The government has proclaimed a new law. 政府已公布了一项新法令。 They proclaimed that he was a traitor. 他们宣称他是叛徒。 The ringing bells proclaimed the birth of the prince. 响亮的钟声宣布了王子的诞生。
2) claim是根据权利声明，根据权利要求索赔，根据权利认领。
(1) 声称；断言；主张。例如： They claim to have discovered a cure for the disease. 他们声称已经发现了治疗此病的方法。 She claimed that the ring was stolen, not lost. 她声言那只戒指是被偷的,而不是遗失的。
(2) 要求；索赔。例如： The old man claimed the land. 老人要求得到这块土地。 I claim payment from my friend. 我要求我的朋友付款。
9.exposure是动词expose的名词形式，动词expose常用于短语be/get exposed to中，表示“接触；体验”。 例如： Some children are never exposed to classical music. 有些孩子从来没有接触过古典音乐。
Having been exposed to all kinds of dangers in the forest, the girl felt helpless and began to cry. 那个女孩在森林里体验了各种危险后，感到很无助，就哭了起来。 10. adequate, abundant
1) adequate表示“在数量或质量上足以满足特定的标准”，强调刚好够用、没有多余。
例如：He doesn’t earn a large salary but it is adequate for his needs. 他挣钱不多，但也够用了。 2) abundant表示“充裕；绰绰有余”，强调数量很多或充足有余。 例如： We have abundant proof of his guilt. 我们有他犯罪的充分证据。 Collocation note: In Paragraph 7, we have two collocation pairs with the same word: advanced/proper vocabulary for our attention. 11. adjust, adapt
1) 当表示“适应…环境”时，adjust和adapt差不多。常与to搭配。可以说adjust (sth./oneself ) to sth.和adapt (sth./oneself ) to sth.。其中adjust和adapt互为同义词。例如： Once you get to the United States, you will have to adjust yourself to a completely new lifestyle. 一旦你到了美国，你就需要进行调整，以适应美国全新的生活方式。
The children found it hard to adapt to the new school. 这些孩子们发现很难适应这所新学校。
The body adjusts itself to changes of temperature. 身体会自行适应温度的变化。 Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines,
新视野大学英语第二册（第三版）教案
ponders, wonders, theorizes, criticizes and imagines. 智力寻求的是理解、运用、整合和调节，而才学是审视、思考、探究、形成理论、批判和想象。
2 )adjust作及物动词用时，还有“调节；使…适合；校准”之意，而adapt不表示此意。 例如： adjust a radio (dial) 调准收音机的选台指针 adjust color on a TV 调整电视的色彩 adjust one’s tie in a mirror 照镜子整理领带 adjust a telescope to one’s eyes 调节望远镜使之适合眼睛观看 adjust a clock 调准时钟 3) adapt作及物动词时，还有“（改装）使适合；改编”之意，其同义词是modify，不是adjust。例如： These teaching materials can be adapted for older children. 这些教材修订一下可以给大一点的孩子用。 He adapted his old car engine to the boat. 他把他的旧汽车上的引擎用到那只船上。
12. beneficial常与to连用，引出对谁有利、有帮助、有用。
例如： Cycling is highly beneficial to health and the environment. 骑自行车对身体和环境都大有裨益。
Collocation note: In Paragraph 7, we have come across competent communication and here we have precise communication and beneficial communication. In Paragraph 2 of Text B careful readers will not miss adequate communication skills. For more collocation pairs, please refer to the notes on collocation for this unit.
Useful expressions Practical Phrases
1. be/feel obliged to do sth. (因形势、法律、义务等等关系而)非做不可，迫使 2. fresh from 刚从??来的；刚有??经历的 3. distinguish between 区分；辨别
4. get/feel/be lost 迷惘；困惑；不知所措 5. look upon sb/sth. As 把某人/物看作 6. be equipped with sth. 以??为装备；配备
III. Functional Patterns and Functions & Usages
1.if sb/sth. do/is sth. , then perhaps … 用于表述“在特定条件下可能发生的事情”。 2. sb fail to do sth…., while sb should do sth…. 用于表述“实际情况与预期的反差”。
3. While sth./sb is/does …, sb/sth. else is/dos …用于表述“人与人之间或事与事之间的反差”。
Step Three Language application 45 minutes 1. Writing devices: Simile
Simile is a figure of speech that compares two different things and the comparison is indicated by the word as or like. Examples:
Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.
A poem: My Love Is Like A Red Red Rose 我的爱人像朵红红的玫瑰
----Robert Burns 罗伯特?彭斯 Practice
新视野大学英语第二册（第三版）教案
a. 生活像一具大秋千(swing)，总在开心和忧愁间摇摆(dangle)。
Life is like a big swing, dangling between the depths of happiness and sadness. b. 生活没有目标犹如航行没有指南针(compass)。 Living without an aim is like sailing without a compass.
c. 婚姻就像一座城堡(beleaguered fortress)，外面的人想进去，里面的人想出来。 Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out.
2. How to write a college essay:
An essay normally has three main parts: Introduction, body and conclusion. Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic.
Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, argumentation, etc.
Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning.
Writing practice
Directions: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow. Topic: Grammar, a headache to me
Introduction: Thesis statement: English Grammar is a big headache to me. Body: Example: The difference between used to and be used to Conclusion: I’m allergic to learning English grammar. More topics:
? Learning English through imitation / repetition ? Learning English with / without grammar
IV. Structure Analysis:
Main idea of section A: this text is a narrative that talks about the author’s personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught.
Part I (Paras. 1-5) This part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.
Part II (Paras.6-13) This part contains two major sections to support the author’s point of view. The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment;2) they are not learning the language adequately and efficiently in school. The second section elaborates the author’s personal opinion about the importance of grammar and vocabulary, by way of metaphors.
新视野大学英语第二册（第三版）教案
Para. II (Para. 14-17) Toward the end, the author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood and he’s proud of his son.
Step 3 Language points Detailed study of the text
1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)
Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to I am also the one who pays lots of attention to grammar rules, which he doesn’t seem to like.
2. She nodded three or four times searched the heavens for the right words, and then exclaimed, it was like, whoa!\
Meaning : she nodded her head three or four times, tried to find the right words in her mind and then shouted with excitement it was like whoa!
Meaning beyond words: Since the student was not quite sure how to exactly describe her travel experience, the tone of the author is somewhat sarcastic. The author intended to send out the message that the student was incompetent regarding the selection of her English vocabulary.
search somewhere for sth.: try to find sth. in some place 在某地方搜寻某物
The robber reached out and searched the back pocket of my trousers for anything valuable. 那个盗贼伸手搜我裤子后面的口袋以寻找值钱的东西。
Note The heavens means the sky: here search the heavens for the right words\the student
tried hard to find suitable words to describe what she saw and experienced when traveling in Europe.
3.The civilization of Greece and the glory of Roman architecture were captured in condensed non-statement. (para.4)
Meaning: The civilization of Greece and the glory of Roman architecture were just described in one word rather than a complete statement because of her inability to choose appropriate words to express herself 。
4. My student ―whoa‖ was exceeded only by my head-shaking distress. (para. 4) Meaning: My head-shaking distress at her inability to express properly was even greater than her slang term whoa, one word, which did not make any statement to describe the civilization of Greece and the glory of Roman architecture.
Meaning beyond words: The word exceed states explicitly that the authors worry about his student's language inability was much more intense than her excitement. 5. Surely students should be able to distinguish between their/there/they're on the distinctive difference between complimentary and complementary (para. 5)
Meaning: Of course, students should be able to recognize and understand the differences between their/ there/they're on the obvious difference between complimentary and complementary distinguish: recognize the differences between