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B4-unit 1_图文

Unit One
Population and Immigration

Book 4 -- Unit 1

Phase I Phase II Phase III

Before Class In Class After Class

Book 4 -- Unit 1

Phase I

Before Class

Book 4 -- Unit 1

Before Class
Your tasks: Try to familiarize yourself with
1. Learning objectives 2. background information 3. required words & expressions 4. sentence patterns & structures

5. Language points

Time expected: 2 hours
Book 4 -- Unit 1

Before Class
1. Learning Objectives
In this unit, you will learn how to: ? identify and understand different purposes of reading ? figure out the author’s attitude ? use reading selections as models for writing ? describe charts (to be learnt by yourself) ? translate computer documents (to be learnt by yourself)

Book 4 -- Unit 1

Before Class 2. Background Information
1) Read the following information carefully
The United States has often been called a nation of immigrants. Indeed, the United States is unique in the fact that it is a melting pot for so many different cultures, races, and religions in the world. Its immigrant past has also helped it mold a national character. For the last several centuries, various ethnic, cultural, and social groups have come to its shores to reunite with their loved ones, to seek economic opportunity, and to find a haven from religious and political persecution. Once settled, immigrants looked for work. There were never enough jobs, and employers often took advantage of the immigrants. Men were generally paid less than other workers, and women less than men. Social tensions were also part of the immigrant experience. Often stereotyped and discriminated against, many immigrants suffered verbal and physical abuse because they were "different." While large-scale immigration created many social tensions, it also produced a new vitality in the cities and states in which the immigrants settled. The newcomers helped transform American society and culture, demonstrating that diversity, as well as unity, is a source of national strength.

Book 4 -- Unit 1

Before Class
2. Background Information
2) Learn by doing Directions: Surf online and search for information about one of the following topics:

1) The First Generation of American Immigration 2) Reasons for Emigration and Some Examples
then each group make a ppt based on their findings and two groups will be asked to give their presentation in class.

Book 4 -- Unit 1

Before Class
3. Words & Expressions
economic insulting insecure untold decent societal multimillion sacrifice compromise subsequently respective surpass

an all too common story in the hope of embark on carve out a new future

feel out of place end up in raise concerns in encroach on beyond one’s wildest dream take the initiative

Book 4 -- Unit 1

Before Class
3. Words & Expressions
Efficient ways to enlarge your vocabulary 1) learning new words through their formation economic: multimillion: insecure: economical; multinational incapable economist; multilingual economy; economics multilateral inconvenient

multimedia

incalculable

incomplete

indecent

indecisive

indefensible

indissoluble

Book 4 -- Unit 1

Before Class
3. Words & Expressions
Tips: efficient ways to enlarge your vocabulary
2) learning new words by comparison and contrast

respective/respectful/respectable/respected
---I am ________ to my father; he is a highly _________ man.

respectful

respected

respectable ---Jane is a nice girl from a __________ family.
---The two friends said goodbye to each other and went their

respective ___________ ways .

Book 4 -- Unit 1

Before Class
3. Words & Expressions
Tips: efficient ways to enlarge your vocabulary 2) learning new words by comparison and contrast

subsequently/subsequent/subsequence: happening after sth else (indicating the time order) consequently/consequent/consequence: happening as a result
(indicating the causal relationship )

subsequently ---The original interview notes were ____________ lost.
---This poses a threat to agriculture and the food chain, and

consequently to human health. __________

Book 4 -- Unit 1

Before Class
3. Sentence Patterns & structures
There are many reasons why… People have little or no choice of whether or not to … It takes great courage for …to …

Complete the following sentences
There are many reasons
it is hard for college graduates to find a job why____________________

(大学生找工作难)

People have little choice of

whether or not to retire before the mandatory age ____________________(是否提前退休)

for anyone to stand out It takes great courage _________________(任何人要出类拔萃)

Book 4 -- Unit 1

Before Class
4. Language points
economic (Para.1) a. 1) relating to trade, industry, and the management of money与贸易、工 业、经营有关的 ---Economic growth is slow. 经济增长很慢。 ---l the government’s ~ policy政府的经济政策 ---l In the current ~ climate (= conditions), we must keep costs down. 在目 前的经济形式下,我们必须降低成本。 2) making satisfactory profit from business activities; profitble 有利可图 的;赚钱的 ---l Even some giant international corporations have to make some cutbacks in order to continue to be ~. 甚至一些国际大公司为继续保持 盈利,不得不裁员。 3) not costing much money; economical -- Some supermarkets are going to assist their clients in the most ~ way.

Book 4 -- Unit 1

Before Class
4. Language points
【辨析】 economy economic economical economics (1) economy n. [C] 经济;经济制度 [U]节约,节省 --l a market / planned ~ 市场经济/计划经济体制 --l In those days, fuel ~ was a central factor in car design. 那时节约燃料是汽车设计中要考虑的一个主要因素。 (2) economical a. not spending or costing much money经济的;省钱的 --l The material is an ~ substitute for plastic or steel. 这种材料是塑料或钢铁的廉价替代品。 (3) economics n. [U]经济学 l study ~ 读经济学

Book 4 -- Unit 1

Before Class
4. Language points
motivation (Para.1) n. ~ for (doing) something做事的动机 ---What was your motivation for becoming a teacher? 你为什么要 当一名教师? ---Escape can be a strong motivation for travel. 逃避是旅游的一大 动机。 If it were, the people in the country to which they wanted to move would all be earning multimillions. (Para.2) 如果真是那样,他们想去的那个国家的居民早就赚上几百万了。 本句包含虚拟语气,表示不真实情况。

Book 4 -- Unit 1

Before Class
4. Language points

During the Irish potato famine, for example, millions of impoverished and destitute Irish saw emigration as an option or staying on the brink of starvation and death at home. (Para.3) 【释义】 Millions of poor and homeless Irish saw two choices / options during the Irish potato famine. They could either move to a new country or stay at home to die from starvation. 【词组】 millions of impoverished and destitute Irish sb. saw emigration as an option to stay on the brink of starvation

Book 4 -- Unit 1

Before Class
4. Language points
Too often, immigrants to a multicultural country may feel out of place and end up in a small community of their fellow immigrants and fail to embrace the opportunities and advantages of their new homeland. (Para.5) 【释义】 Immigrants often don’t take advantages of the opportunities of their new country, since they may feel as if they don’t belong to this immigrant country and may finally find themselves living in a small community with other immigrants from their own native country. 【词组】 to feel out of place to end up in a small community of their fellow immigrants to fail to do sth. to embrace the opportunities and advantages of their new homeland

Book 4 -- Unit 1

Before Class
4. Language points
There are often insecure feelings over jobs, with some thinking that each new immigrant encroaches on the wealth shared by those already there. (Para.9) 【释义】 Natives of the country are afraid of losing jobs to immigrants and some natives feel that each immigrant takes away some of the wealth already shared by everyone else. 【词组】 There are often insecure feelings over jobs. to encroach on the wealth to be shared by those already there

Book 4 -- Unit 1

Before Class
4. Language points
It takes great courage for someone to take the initiative to make the difficult decision to leave the familiar behind and embark on a new life and to carve out a new future for themselves and their family. Such courage among its citizens is a lasting benefit to any country. (Para. 11) 【释义】 Taking the action to make the hard decision to leave all that you know behind, to start a new life, and make a new future for themselves and their family require great bravery. Such brave and courageous citizens will greatly benefit the country for generations to come. 要离开熟知的环境而开始全新的生活,为自己和家人打拼崭新的将来,这需 要何等的勇气!这种勇气对任何国家都是永恒的财富。

Book 4 -- Unit 1

Before Class
4. Language points
此句蕴含it takes for sb. to do sth. 这个结构。其中it为形式主语,真正的主语 是to make the difficult decision to leave the familiar behind and embark on a new life and to carve out a new future for themselves and their family. 因为主语太长,所以采用it做形式主语。 【词组】 to take the initiative to do sth to make the difficult decision to do sth. to leave the familiar behind to embark on a new life to carve out a new future for themselves and their family a lasting benefit to any country

Book 4 -- Unit 1

In-class Activities

Book 4 -- Unit 1

In-class
Learning Objectives
In this unit, you will learn how to: ? identify and understand different purposes of reading ? figure out the author’s attitude ? use reading selections as models for writing ? describe charts (to be learnt by yourself) ? translate computer documents (to be learnt by yourself)

Book 4 -- Unit 1

In-class
In-class Activities:
1. 2. 3. 4. 5. 6. 7. Check & review Presentation Identifying reading purposes Review and application of reading strategies Discourse analysis of Reading 1 Figuring out the author’s attitude Writing practice based on models

Time allocated: 2 hours

Book 4 -- Unit 1

In-class
1. Check and Review
Directions: please make a sentence by using one of the following words and phrases.

economic respective compromise decent an all too common story feel out of place beyond one’s wildest dream carve out a new future

insulting

sacrifice

wind up doing encroach on take the initiative

Book 4 -- Unit 1

In-class
2. Presentation
1) A three-minute News Report
2) What do you know about the first generation of American immigration ?

Book 4 -- Unit 1

In-class
3. Identifying Purposes of Reading
? What may be your purposes of reading? ? Do you usually set different purposes in reading the texts in each unit? ? Is it important to understand your purposes of reading? Why or why not ?

Book 4 -- Unit 1

In-class
? What may be your purposes of reading?
Reading for large vocabulary Reading for questions Reading for information/knowledge Reading for judgment/decision Reading for pleasure/enrichment
STUDIES serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment, and disposition of business.
读书足以怡情,足以傅彩,足以长才。其怡情也,最见于 独处幽居之时;其傅彩也,最见于高谈阔论之中;其长才 也,最见于处世判事之际。

Book 4 -- Unit 1

In-class
? Do you usually set different purposes in reading the texts in each unit? ? Is it important to understand your purpose of reading? Why or why not ? Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. 书有可浅尝者,有可吞食者,少数则须咀 嚼消化。换言之,有只须读其部分者,有 只须大体涉猎者,少数则须全读,读时须 全神贯注,孜孜不倦。

Book 4 -- Unit 1

In-class
4. Reading Skills: Review
Skimming
introductory &concluding paragraph & text structure topic sentence & transitional words

for main idea

specific questions Scanning for specific details name, time, place, numbers, events sentence structure, meaning of words

Rereading

for confirmation

Book 4 -- Unit 1

In-class
What is said about the average American in the passage? A) They tend to exaggerate the healthful effect of "light" beer. B) They usually ignore the effect of exercise on losing weight. C) They prefer "light" beer and low-calorie bread to other drinks and food D) They know the factors that play a positive role in keeping down body weight.

Exercise is one of the few factors with a positive role in long-term maintenance of body weight. Unfortunately, that message has not gotten through to the average American, who would rather try switching to “light” beer and low-calorie bread than increase exercise. The centers for Disease Control, for example, found that few than one-fourth of overweight adults who were trying to shed pounds said they were combining exercise with their diet. (cet-4,2005,1)

Book 4 -- Unit 1

In-class
Washington Irving was America's first man of letters to be known internationally. His works were received enthusiastically both in England and in the United States. He was, in fact, one of the most successful writers of his time in either country, delighting a large general public and at the same time winning the admiration of fellow writers like Scott in Britain and Poe and Hawthorne in the United States. The respect in which he was held was partly owing to the man himself, with his warm friendliness, his good sense, his urbanity (文雅), his gay spirits, his artistic integrity, his love of both the Old World and the New. Thackeray described Irving as "a gentleman, who, though himself born in no very high sphere, was most finished, polished (优雅的). witty (机智的), socially the equal to most refined Europeans".

1. What is implied by the comment about Scott, Poe and Hawthorne? A) Irving enjoyed great popular admiration. B) Scott, Poe and Hawthorne were primarily responsible for Irving's success. C) Irving's work was not only popular, but also of high literary quality. D) More Americans than Britons admired Irving.
Book 4 -- Unit 1

In-class
5. Reading Skills: Application in Reading 1
Reading 1:Structure Of the Text Introduction

Body

Conclusion

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In-class
Introduction (para1) Topic sentence:_______________ Supporting details: For a rich life

For an adventurous experience For some cherished values Lack of recognition Indulgence of children

Body (para2-10)

Challenges(para2-7):

Harder/dirty work lower wage Language deficiency Sense of isolation

Contributions(8-10): Helping building the growing nations Bringing great wealth into a country Promoting mutual understanding of cultures/customs

Conclusion (para11)

Topic sentence:_________________ Concluding remarks as reiteration:
Although people may emigrate for different reasons, they all have to confront various challenges, and in overcoming difficulties, they also make great contribution to the country.

Main idea ???

Book 4 -- Unit 1

In-class
Introduction (para1) Topic sentence:_______________ Supporting details: For a rich life

For an adventurous experience For some cherished values Lack of recognition Indulgence of children

Body (para2-10)

Challenges(para2-7):

Harder/dirty work lower wage Language deficiency Sense of isolation

Contributions(8-10): Helping building the growing nations Bringing great wealth into a country Promoting mutual understanding of cultures/customs

Conclusion (para11)

Topic sentence:_________________ Concluding remarks as reiteration:

Main idea ???

Immigration is both challenging and beneficial

Book 4 -- Unit 1

In-class
Introduction (para1) Body (para2-10) Topic sentence:_____________ Supporting details: Challenges(para2-7):
Illustrating the fancifulness of the notion, or the gap between one’s ideal and the reality, then dealing with the positive consequence. Presenting people’s optimistic notion of emigration

Contributions(8-10):

Conclusion (para11)

Topic sentence:_____________

Reiterating both the difficulty of and the benefit from immigration.

Book 4 -- Unit 1

In-class
Introduction (para1) Body (para2-10) Topic sentence:_________________ Supporting details: Challenges(para2-7):
Presenting people’s optimistic notion of emigration Illustrating the fancifulness of the notion, or the gap between one’s ideal and reality, then dealing with the positive consequence. Reiterating both the difficulty of and benefit from immigration.

Contributions(8-10):

Conclusion (para11)

Topic sentence:__________________

the author’s attitude???

subjective?

Add Your Title

objective?

Add Your Title

Book 4 -- Unit 1

In-class
6. Figuring out the Author’s Attitude

Voice
Sentence pattern Choice of words

Tone

attitude viewpoint feeling

Book 4 -- Unit 1

In-class
What is the author’s attitude towards…? What does the writer feel about…? The tone of the author can be best described as _______. Which of the following can best describe the author’s attitude towards …
positive, negative, neutral, doubtful, optimistic, pessimistic, subjective, objective, prejudiced, compromising, indifferent, unconcerned, concerned, unfavorable, critical, cautious, enthusiastic, arbitrary, ironic, cynical, disapproving, approving…

Book 4 -- Unit 1

In-class

All this soppy romantic stuff is not for me. In fact, love is overrated. I would rather play soccer with my mates than go steady with a girl who’ll profess she loves you madly one minute, but shrugs you off the next.

Grandmother had been an unusually attractive young woman, and she carried herself with the graceful confidence of a natural charmer to her last day.

Book 4 -- Unit 1

In-class
Among the worst bores in the Western world are religious converts and reformed drunks. I did give up drinking more than a dozen years ago. This didn’t make me feel morally superior to anyone. But I must confess that lately my feelings have begun to change. Drinking and drunks now fill me with loathing. Increasingly, I see close friends — human beings of intelligence, wit and style — reduced to slobbering fools by liquor. I’ve seen other friends ruin their marriages, brutalize their children, destroy their careers. I’ve also reached the age when I’ve had to help bury a few people who allowed alcoholic drink to take them into eternity.

The author’s attitude towards the use of alcohol is ______________. A) neutral C) approving B) disapproving D) indifferent

Book 4 -- Unit 1

In-class
7. Models for Writing
Model 1: developing a topic sentence by classification and division

There are many reasons why someone leaves his or her homeland to live in another country. For some, the decision is economic; they believe that they may have better opportunities to make more money in another place. For others, the motivation is adventure, wanting to try something very different in life. Still others immigrate to a new country because they think that the values of that country might better suit their own ideals. (para 1)
There are many reasons why Chinese students dream of pursuing their studies in America. For some, ____________ Writing Practice ___________________________________________________ _______________________. For others, _________________ ___________________________________________________ ____________________________. Still others ____________ ________________________________________________. Book 4 -- Unit 1

In-class
7. Models for Writing
Mode 2: presenting an viewpoint so as to prove its wrongness People who emigrate for financial reasons are often misguided. They may have heard fanciful stories of untold riches, but it is seldom so easy. If it were, the people in the country to which they wanted to move would all be earning multimillions. People who immigrate to a new country should expect to work hard, probably much harder than they would have had to work in their home country. (Para 2)
Students who believe university education will ensure a good job are often misguided. They may _____________________. If it would __________________________________________ ___________________________________________________ ___________________________________________________.

Writing Practice

Book 4 -- Unit 1

In-class
7. Models for Writing
Model 3: Trying to be objective by dealing with both positive and negative factors of an event Immigration often raises concerns in the country that immigrants hope to make their new homes. There are often insecure feelings over jobs, with some thinking that each new immigrant encroaches on the wealth shared by those already there. But immigrants often bring great wealth into a country, making it more productive and acting as consumers for goods and services.
The one-child policy has already raised great concerns in China. Some supporters may say _______________________________ ________________________. That is right, but ______________ ______________________________________________________ ________________________________________________.

Writing Practice

Book 4 -- Unit 1

After-class Tasks

Book 4 -- Unit 1

After Class:
Your tasks:
1. do assignments concerning Reading 1 2. learn Reading 2 and do some required exercises 3. check your progress

Time expected: 2-3 hours

Book 4 -- Unit 1

After Class:
1. Assignments
1) Reread the Text with special attention to the writing models we’ve learned in class, and then write a composition of no less than 150 words on the topic “Challenges for Chinese Oversea Students”. You should ----base your composition on the writing models

---make use of words and phrases from the text.
2) Do Exercise III, IV, V on page 8-10

3) Recite paras 9-11
4) Get ready for a debate on the following topic: Emigration is (not) a good choice for Chinese young generation.

Book 4 -- Unit 1

After Class:
2. Key to Exercises : Reading 1
III. Vocabulary and Structure 1. 1) carved out 2) wind up 3) out of place, ended up 4) In the hope of, embarked on 5) demand 6) embrace 7) ended up in 8) decent 2. 1) C 2) B 3) D 4) B 5) A 6) D 7) A 8) C 9) A 10) B IV. Banked Cloze 1. I 2. B 3. M 4. A 5. D 6. O 7. F 8. E 9. K 10. H V. Translation 1. others for adventurous motivation, and still others for the values that might more suit their own ideals 2. but also in new ideas and high-tech skills, thus making them more productive 3. embrace the opportunities to earn enough to live a decent life 4. and it was subsequently translated into 5 languages 5. in the hope that I might recognize her 6. Initially, I felt shy and insecure about my job / Initially, there was often insecure feelings over my job due to my shyness 7. I felt completely out of place and ended up in early departure from the party 8. I want you to take the initiative to carve out a bright future for yourself

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points

refugee (Para.3) n. ~ (from sb/sth) (place giving) shelter or protection from danger, trouble, pursuit, etc避难(处);庇护所 seek ~ from the storm躲避暴风雨 For her, poetry is a ~ from the world她把诗歌当作逃避现实的慰籍物 (fig比喻)

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points
“Generation 1.5” has become a popular term because it captures the in-between position of young people who do not fit in traditional categories. (Para. 4) 【释义】 Young people who are caught in between the two categories are called Generation 1.5. capture v. take (sb/sth) as a prisoner俘获(某人、某物) ~ an escaped convict 捉拿逃犯 This advertisement will ~ the attention of TV audience. 这广告将引起电视观众的注意。 (2) take or win (sth) by force or skill用武力或技巧夺取或赢得(某物) ~ a town占领城镇 (3) succeed in representing (sb/sth) in a picture, on film, etc捕捉(画面或影片中的某人、 某物) ~ a baby’s smile in a photograph 拍摄到婴儿的微笑 【词组】 (1) to capture the in-between position of young people (2) to fit in traditional categories

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points
She ended up “navigating my family through the perils of daily life, from finding milk at the grocery store to locating the correct room to enter at the social services building or the hospital.” (Para. 8) 【释义】 She had to “steer my family through daily life activities, from looking for milk at the grocery store to finding the right room to enter at the hospital and the social services building”. 【词组】 to end up doing sth. to navigate my family through the perils of daily life to locate the correct room to enter

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points

drastically (Para. 10)

drastic a. (1)having a strong or violent effect激烈的;猛烈的;烈性的 ~ measures will have to be taken to restore order. 为恢复秩序必须采 取严厉措施 (2) very serious极严重的 a ~ shortage of food食物的严重匮乏

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points

They ate foods such as ginger-fried fish, lichee nuts, and noodle soup, which reminded her of “an entire history I thought I’d thrown overboard like so much useless luggage adrift in the watery vaults of the Pacific.” (Para. 11) 【释义】 The ginger-fried fish, lichee nuts, noodle soup and other Vietnamese foods made her recall “all entire history I’d dumped over the boat like the useless luggage floating around in the hidden depths of the Pacific ocean”. 【词组】 to remind her of sth. to throw overboard

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points
“I had been rowing back and forth, in a relentless manner. between two banks of a wide river.” (Para. 11) 【释义】 I had been paddling to and fro, nonstop, between the two shores of a wide river. 【词组】 to row back and forth in a relentless manner

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points
stereotyped a. (often derog常作贬义) (of images, ideas, characters, etc) fixed, unchanging or standardized; without individuality (指形象、思想、人物等)模式化的,无个性的 ~ images of women in advertisements广告中千篇一律的女性形象 stereotyping n. sexual ~ 性别的模式化 【词组】 in contrast to have expectations that are very high This is often the case with Asian immigrants. to live up to the Asian reputation as a “model minority”

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points
In contrast, other teachers may have expectations that are very high. This is often the case with Asian immigrants, who must live up to the stereotype of “model minority.” (Para. 11. Reading 2) 【释义】On the other hand, other teachers may have high expectations, especially towards the Asian immigrants, who must live up to the Asian reputation as a “model minority”. stereotype n. image, idea, character, etc that has become fixed or standardized in a conventional form without individuality (and is therefore perhaps false) 模式化的形象、思想、人物等;老 一套 He doesn’t conform to the usual ~ of the city businessman with a dark suit and rolled umbrella. 他不像典型的城市商人那样,穿一身神色套服,带一把收好的雨伞 a play full of ~ characters充斥着公式化人物的话剧

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points

segregation (Para. 14) segregate v (1) put sb/sth in a place away from the rest; isolate将某人/某事物隔离、分离或 分开 (2) separate (esp a racial or religious group) from the rest of the community and treat them unfairly将(尤指 某种族或宗教团体)与社会其他人隔开并作不公 平对待 Why should the handicapped be ~d from the able-bodied? 为什么要把伤残人士 和身体健康的人分开? a ~d society, i.e. one in which some groups are segregated有种族隔离的社会

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points
They may enhance segregation. They add more disruption to students’ schooling and delay students’ entry into mainstream school life. Advocates claim, by contrast, that such schools and programs provide a “foot up” for newcomers. (Para. 14. Reading 2) 【释义】 They may increase the separation between newcomers and the natives. They add more complications to students’ education and delay students’ entry into regular schools and normal school life. advocate v. speak publicly in favour of (sth); recommend; support拥护;提倡;支持 I ~ a policy of gradual reform. 我拥护逐步改革的政策。

Book 4 -- Unit 1

After Class:
3. Reading 2
1). Language points

advocate n. (1) person who supports or speaks in favour of a cause, policy, etc (对一事业、 方针、政策等的)支持者,拥护者,鼓吹者,提倡者 a lifelong ~ of disarmament为裁军终身奋斗的人 (2) person who pleads on behalf of another, esp. a lawyer who presents a client’s case in a law court律师 【词组】 to add more disruption to students’ schooling to delay students’ entry into mainstream school life by contrast to provide a “foot up” for newcomers

Book 4 -- Unit 1

After Class:
3. Reading 2
2). Translate the following into English
把移民归类 不满18岁的儿童 起成年人的作用 在很多方面与第一代移民不同 容易适应新环境 与父母产生价值观冲突 遭遇学业的中断 中间位置 语言传递者 不辜负老师的期望 帮助新来者建立自信与自尊

对1.5代学生抱有偏见

3). Write a summary of Reading 2 within 300 words by using at least 10 of the above expressions.

Book 4 -- Unit 1

After Class:
4. Assessment
Check Your Progress
Identify and understand different purposes for reading Figure out the author’s attitude Use reading selections as a model for my writing Translate computer documents 1 1 1 1 2 2 2 2 3 3 3 3

Words and Expression I’ve made : ________

Book 4 -- Unit 1

课件制作: 北京交通大学

刘晓晖
安 娜 张日美 2009年8月