Integrated Course of College English

1. Integrated Course of College English Unit Two Book Three The First Two Periods Designed by SHAO Hong-wan

2. Listening and Speaking • Have a Dictation • Warm-up Questions • Background Information • Introductory Remarks • New Words • Text • Talk about the Pictures

3. Have a Dictation • Hi-tech Olympic • People’s Olympic • Green Olympic • be positive of sth • be flooded with • one-off cup • one-off chopsticks • be sensible of doing sth • thanks to • one of the three themes

4. Do you think children are as able as adults to deal with difficult? • What do you think about Kevin? Is he every clever or even creative?

5. Warm-up Questions Look at the three pictures of an orange, a tomato and a strawberry. Which one does not belong to the same group as the other two? Why?

6. An English Song — I Eat the Colors of the Rainbow Listen to an English song — I Eat the Colors of the Rainbow from Sesame Street. Can you give the names of the fruits? Which one is your favorite? ■

7. rainbow I eat the colors of the___________... Veggies and _________ that help me grow Red...red...some of my ___________ foods are: Apples, cherries, strawberries and tomatoes Orange...orange...some of my favorite foods are: ________, oranges, peach and sweet potato Yellow...yellow corn and lemon Pineapple and_____________ ... Green...green spinach (菠菜) and broccoli (甘蓝) Lettuce, peas, and kiwi... Blue...blue...The only food I eat that’s blue is Blueberries! I eat the colors of the rainbow... “Hey! What about us?” _______, egg plant, plums and grapes... So every day— I eat the colors of the rainbow... fruit favorite Carrots banana Purple ■

8. Sesame Street ■

9. Sesame Street Sesame Street is an educational American children’s television series designed for preschoolers, and is recognized as a pioneer of the contemporary standard which combines education and entertainment in children’s television shows. It is produced in the United States by Sesame Workshop, and broadcasted on November 10, 1969 on the National Educational Television network. Because of its positive influence, Sesame Street has earned the distinction of being the foremost and most highly regarded educator of children in the world. No television series has matched its level of recognition and success on the international stage. The original series has been televised in 120 countries, and more than 20 international versions have been produced. In its long and illustrious history, Sesame Street has received more Emmy Awards than any other program, and has captured the allegiance, esteem, and affection of millions of viewers worldwide. 忠诚、忠贞 ■

10. Nicholas Copernicus (1473-1543) Copernicus was a Polish astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun. “Finally we shall place the Sun himself at the center of the Universe. All this is suggested by the systematic procession of events and the harmony of the whole Universe, if only we face the facts, as they say, ‘with both eyes open’.” — Copernicus

11. Häagen-Dazs and Reuben Mattus

12. Reuben Mattus, a young entrepreneur with a passion for quality and a vision for creating the finest ice cream, worked in his mother’s ice cream business selling fruit ice and ice cream pops from a horse drawn wagon in the bustling streets of the Bronx, New York. To produce the finest ice cream available, he insisted on using only the finest, purest ingredients. The family business grew and prospered throughout the 1930s, 40s and 50s, and by 1961 Mr. Mattus decided to form a new company dedicated to his ice cream vision. He called his new brand Häagen-Dazs, to convey an aura of the old-world traditions and craftsmanship to which he remained dedicated. Häagen-Dazs started out with only three flavors: vanilla, chocolate and coffee. But Mr. Mattus’ passion for quality soon took him to the four corners of the globe. The Häagen-Dazs brand quickly developed a loyal following. Then in 1976, Mr. Mattus’ daughter Doris opened the first Häagen-Dazs shop. It was an immediate success, and its popularity led to a rapid expansion of Häagen-Dazs shops across the country. ■

13. Spot Dictation In the year 1548 a boy was born in a little town in Italy. When he was thirteen years old he began to go to school at a famous monastery. Within a few years Bruno had become a __________. It was not long before the monks of the monastery began to learn something about the extraordinary ___________of their young colleague. He was frank,_________ and lacking in reticence. It was not long before he got himself into________. It was evident that this boy could not be made to fit into the life there. One of the first things that a student had to learn is to give the teacher the answers that the teacher wanted. The________ teacher was the preserver of the ancient land marks. The students were his audience. They could applaud but they must not __________. They must learn to labor and to wait. It priest enthusiasm outspoken trouble average innovate ■

14. was not Bruno’s ________ but his opinions that got him into trouble. Finally, he ran away from school, from his home town, from his own country and tried to find among strangers and foreigners a congenial atmosphere for his _________ integrity that he could not find at home. It is difficult not to get sentimental about Bruno. He was a man without a country and, finally, without a church. behavior intellectual

15. Fruitful Questions James Sollisch James Sollisch describes how his children’s ability to see things in fresh ways opened his own eyes to the nature of creative thinking. The other night at the dinner table, my three kids—ages 9,6 and 4—took time out from their food fight to teach me about paradigm shifts, and limitations of linear thinking and how to refocus parameters. Here’s how it happened: We were playing our own oral version of the Sesame Street game, “What Doesn’t Belong?,” where kids look at three pictures and choose the one that doesn’t fit. I said, “OK, what doesn’t belong, an orange, a tomato or a strawberry?”

16. The oldest didn’t take more than a second to deliver his smug answer: “Tomato because the other two are fruits.” I agreed that this was the right answer despite the fact that some purists insist a tomato is a fruit. To those of us forced as kids to eat them in salads, tomatoes will always be vegetables. I was about to think up another set of three when my 4-year-old said, “The right answer is strawberry because the other two are round and a strawberry isn’t.” How could I argue with that? Then my 6-year-old said, “It’s the orange because the other two are red.” Not to be outdone by his younger siblings, the 9-year-old said, “It could also be the orange because the other two grow on vines.” The middle one took this as a direct challenge. “It could be the strawberry because it’s the only one you put on ice cream.”

17. Something was definitely happening here. It was messier than a food fight and much more important than whether a tomato is a fruit or vegetable. My kids were doing what Copernicus did when he placed the sun at the center of the universe, readjusting the centuries-old paradigm of an Earth-centered system. They were doing what Reuben Mattus did when he renamed his Bronx ice cream Häagen-Dazs and raised the price without changing the product. They were doing what Edward Jenner did when he discovered a vaccination for smallpox by abandoning his quest for a cure.

18. Instead of studying people who were sick with smallpox, he began to study people who were exposed to it but never got sick. He found that they’d all contracted a similar but milder disease, cow pox, which vaccinated them against the deadly smallpox. They were refocusing the parameters. They were redefining the problems. They were reframing the questions. In short, they were doing what every scientist who’s ever made an important discovery throughout history has done, according to Thomas Kuhn, in his book, The Structure of Scientific Revolutions: They were shifting old paradigms.

19. But if this had been a workbook exercise in school, every kid who didn’t circle tomato would have been marked wrong. Every kid who framed the question differently than “Which is not a fruit?” would have been wrong. Maybe that explains why so many of the world’s most brilliant scientists and inventors were failures in school, the most notable being Albert Einstein, who was perhaps this century’s most potent paradigm-shifter. This is not meant to be a critique of schools. Lord knows, that’s easy enough to do. This is, instead, a reminder that there are real limits to the value of information. I bring this up because we seem to be at a point in the evolution of our society where everyone is clamoring for more technology, for instant access to ever-growing bodies of information.

20. Students must be online. Your home must be digitally connected to the World Wide Web. Businesses must be able to download volumes of data instantaneously. But unless we shift our paradigms and refocus our parameters, the super information highway will lead us nowhere. We are not now, nor have we recently been suffering from a lack of information. Think how much more information we have than Copernicus had four centuries ago. And he didn’t do anything less Earth-shattering (pun intended) than completely change the way the universe was viewed. He didn’t do it by uncovering more information—he did it by looking differently at information everyone else already had looked at. Edward Jenner didn’t invent preventive medicine by accumulating information; he did it by reframing the question.

21. What we need as we begin to downshift onto the information highway is not more information but new ways of looking at it. We need to discover, as my kids did, that there is more than one right answer, there is more than one right question and there is more than one way to look at a body of information.We need to remember that when you have only a hammer, you tend to see every problem as a nail.

22. Talk about the Pictures

27. Assignments • Read the new words again and again. Next time we’ll match the words with their meanings. • Read the text and try to divide it into several parts and get the main ideas of each part. • Do Ex. 2: Comprehension of the text on Page 32. • Preview reading skill—How to use a dictionary on page 40. • Try to translate the following sentences on page 39.