Unit 2 應(yīng)用英語(yǔ)教程綜合英語(yǔ)1

1、Pre-Class TasksBackground KnowledgeText AText BPre-Class TasksI.Mini-Research1. What is time management? 2. What are the benefits of good time management? 3. What are the consequences of poor time management?Failing to manage our time well lowers the efficiency and causes stress.Time management is t

2、he process of organizing and planning how to divide the time among specific activities.Good time management enables us to work smarternot harderso that we get more things done, even when time is tight and pressures are high.Pre-Class TasksII. Co-Learning1. What did the study published in Work &

3、Stress find? 2. What are the steps to achieve great time management? 3. How can we analyze what we have done at the end of the day? 4. How can we change our time-wasting habits and become better time managers？ A study published in Work & Stress found that workers who didnt productively manage th

4、eir time felt less in control of their lives.Recording, analyzing and changing.Go through the schedule and highlight any chunks of timethat you dont feel were used productively. Pick out your five biggest time wasters in your day. Add up all the time you wasted.There are three ways to change our tim

5、e-wasting habits and become better time managers: prioritize, declutter and schedule.Pre-Class TasksIII. PresentationInterview your friends or family members with the following question and make a presentation in class.How do you manage your time to balance your study, work and leisure activities?Ba

6、ckground KnowledgeAbout the Text The text is a story about what we should spend our time and energy on in our life. There are various versions of this story, which differ in the research field of the professor, the classroom setting, the stuff to be put in the jar, etc. However, the message conveyed

7、 is the same, i.e. managing time wisely. By learning the text, students will come to know the importance of managing time wisely. Time is as precious as gold. We should appreciate every moment we have and remember that time waits for no one. However, not all of us have realized that. Time seems to w

8、ork better for some people, but not for all. Weve always heard the complaints that there isnt enough time in the day to accomplish everything that needs to be done. In the text, a professor conducts an experiment which tells us that we should give priority to the things that are crucial to us and sp

9、end less time on the minor stuff. Text StructureText A Beginning(paras 1-2)Basic information about the _:1) The speaker: an old professor 2) The _: “Efficient Time Management”3) The audience: a group of _ Body(paras3-11)1 (paras 3-8) How the professor conducted the experiment: The professor conducte

10、d the experiment by putting the _,_,_, and _ in the jar in turn.2 (paras 9-11) The great truth concluded and advice: 1) “If we dont put all the _in the jar first, we will never be able to fit all of them later.”2) We should ask ourselves: What are the _in our life? And once we identify them, be sure

11、 to _in our “jar of life.”Ending(para 12)The professor bid farewell to the managers.lecturetopic(executive) managersstonespebblessandwaterlarger stones large stones put them first Detailed AnalysisText APart I (paras 1-2) Basic information about the lecture:1. The speaker: an old professor 2. The to

12、pic: “Efficient Time Management”3. The audience: a group of (executive) managersDetailed AnalysisText APart I (paras 1-2)Words and phrases1. was invited to lecture on the topic of “Efficient Time Management” in front of a group of 15 executive managers representing the largest, most successful compa

13、nies in America.l lecture v. to give a talk or a series of talks to a group of people on a subject She lectures on Russian literature.l efficient adj. doing sth well and thoroughly with no waste of time, money, or energythe efficient use of energyAs we get older, our bodies become less efficient at

14、burning up calories.Detailed AnalysisText Al inefficient adj. not organized, skilled, or able to work in a satisfactory wayThey observe that in some developing countries inefficient trade regulations, documents and procedures are hindering firms participation in export markets.l efficiency n. the qu

15、ality of doing something well and effectively, without wasting time, money, or energyAuto makers are working to meet fuel efficiency requirements for new cars. efficiently adv.She runs the business very efficiently.l represent v. to speak, act, or be present officially for another person or group of

16、 peopleUnion officials representing the teachers met the government last Friday.Detailed AnalysisText A2. The lecture was one in a series of five lectures conducted in one dayl lecture n. an educational talk to the audience He will deliver a public lecture on Monday evening.Detailed AnalysisText APa

17、rt I (paras 1-2)Sentence analysis1. The lecture was one in a series of five lectures conducted in one dayl conducted in one day: a past participle phrase used as a postmodifierThey imported lots of cars manufactured in Germany.She is a dancer trained in our college.Detailed AnalysisText APart II (pa

18、ras 3-11)1. (paras 3-8) How the professor conducted the experiment: The professor conducted the experiment by putting the stones, pebbles, sand, and water in the jar in turn.2. (paras 9-11) The great truth concluded and advice: 1) “If we dont put all the larger stones in the jar first, we will never

19、 be able to fit all of them later.”2) We should ask ourselves: What are the large stones in our life? And once we identify them, be sure to put them first in our “jar of life.”Detailed AnalysisText APart II (paras 3-11)Comprehension check 1. Were the audience eager to listen to what the professor wo

20、uld say? How do you know?2. How many times did the professor ask the question: “Is the jar full?” What was the response from the audience each time?Yes, they were. Because they were willing to write down every word that would come out of the famous professors mouth. Three times. The first time they

21、replied yes while the other two they said no. Detailed AnalysisText A3. When did the audience begin to understand the professors intentions?4. How did the professor put the pebbles into the jar when it was full of stones? 5. What was the professors purpose of conducting this experiment?When the prof

22、essor poured the pebbles in, they began to understand his intentions.He poured the pebbles in and slightly rattled the jar, allowing the pebbles to slip through the larger stones, until they settled at the bottom.He wanted to tell the managers that they should give priority to the most important thi

23、ngs in their lives. Otherwise there would not be enough time for them.Detailed AnalysisText A6. According to the professor, what will be the result if we prioritize the smaller things in life?7. What do the jar, the large stones, the small pebbles and the sand symbolize according to the article?8. W

24、hat are the large stones in your life? What are you going to do to secure them? Our lives will be filled up with less important things, leaving little or no time for the things in our lives that are most important to us.The jar symbolizes life. The large stones symbolize the important things in our

25、lives. The small pebbles and the sand symbolize the smaller things in life. Open-ended question.Detailed AnalysisText APart II (paras 3-11)Words and phrases1. Standing in front of this group of elite managers l elite adj. limited to a small number of the best, most skilled, most experienced, etc. pe

26、opleThey met an elite group of senior officials yesterday.n. a group of people who are powerful and have a lot of influence because they are rich, intelligent, etc. Public opinion is influenced by the elites who control the media.Detailed AnalysisText A2. and finally said, “We are going to conduct a

27、n experiment.”l conduct an experiment: to do/perform an experimentAll the studies merely make observations in existing databasesthe least reliable way to conduct an experiment.Detailed AnalysisText A3. Lifting his gaze to the managers, the professor asked, “Is the jar full?”l gaze n. a long steady l

28、ook at sb/sthHe looked at me with a steady gaze.v. to look steadily and intently, especially in admiration, surprise, or thoughtHe could only gaze at her in astonishment.Gaze, stare, glare, and peer are comparable when meaning to look at long and attentively, but they vary a lot in their implication

29、s of attitude and motive. Detailed AnalysisText AGaze implies fixed and prolonged attention (in admiration, curiosity, or wonder) as in the example sentence above.Stare implies a fixed and direct gaze at a person or object; it may connote curiosity, astonishment, insolence, or vacant fixedness.stari

30、ng at each other as if a bet were depending on the first man who winked.Glare adds to stare the implication of fierceness or anger.He kept talking during the concert, and people were glaring at him.Peer means to look very carefully or hard, especially because you cannot see something well.Peering th

31、rough the fog, we saw a tall figure approaching.Detailed AnalysisText A4. The sand filled up the spaces between the stones and the pebbles.l fill up: to make sth full, or to become fullToo many spam emails are filling up our inboxes.I want to fill up the gas tank.5. Without hesitation, the entire gr

32、oup of managers replied in unison, “No!”l without hesitation: having no pause before saying or doing sthIce cream is one food that most kids will eat without hesitation.l in unison: together or at the same time“Yes, sir,” said the girls in unison.Detailed AnalysisText A6. And as was expected by the

33、managers, the professor reached for the pitcher of water that was on the tablel reach for: to make a movement with ones hand or arm in an attempt to touch or grasp (sth)Leah reached for the nearest folder.7. What great truth can we surmise from this experiment?l surmise v. to guess or suppose sth us

34、ing the evidence you have, without definitely knowingHe surmised that something must be wrong.n. a supposition that something may be true, even though there is no evidence to confirm itAll these observations remain surmise.Detailed AnalysisText A8. The great truth that we can conclude from this expe

35、riment isl conclude v. to decide that sth is true after considering all the information you haveThe doctor concluded that Esther had suffered a stroke.l conclusion n. the summing-up of an argument or textEach research group came to a similar conclusion.l conclusive adj. decisive or convincingThe fin

36、dings were by no means conclusive.Detailed AnalysisText A9. The auditorium fell silent, as every manager processed the significance of the professors words in their entirety.l fall silent: to become completely quietThe government has announced that the chimes of Big Ben will fall silent during the f

37、uneral as a mark of respect.Detailed AnalysisText Al process v. 1) to think about a difficult or sad situation so that you can gradually accept itReturning soldiers need time to process what they have experienced in the battle.2) (formal) to walk slowlyWe watched them process down the aisle.l in its

38、/their entirety: as a whole rather than in parts; with all parts includedThe poem is too long to quote in its entirety.Ive never actually read the book in its entirety.Detailed AnalysisText A10. Taking time for yourself?l take time for yourself: to spend some time doing things that make you feel hap

39、pyGet yourself on a schedule so you can take more time for yourself.11. If we give priority to the smaller things in life (pebbles and sand), our lives will be filled up with less important things, leaving little or no time for the things in our lives that are most important to us.l give priority to

40、: to regard as more importantPriority is given to traffic already on the roundabout.Detailed AnalysisText A12. And once you identify them, be sure to put them first in your “jar of life.”l identify v. to recognize sb/sth and be able to say or prove who or what that person or thing isShe was able to

41、identify her attacker.synonyms: know, recognize, name, make sb/sth outDetailed AnalysisText APart II (paras 3-11)Sentence analysis1. Standing in front of this group of elite managers There is an adverbial phrase beginning with a present participle.He lay still, staring blankly at the ceiling.She wen

42、t out, slamming the door.Detailed AnalysisText A2. Carefully, the professor poured the pebbles in and slightly rattled the jar Cautiously, the professor poured the sand into the jar. Note the technique to avoid beginning a sentence with the subject by using an adverb. An adverb is a word that modifi

43、es a verb, adjective, or other adverbs and often ends with -ly. Examples of adverbs include quickly, softly, quietly, angrily, and timidly. She slowly walked to the corner and peered into the murky basement.Slowly, she walked to the corner and peered into the murky basement.Detailed AnalysisText AIn

44、 the second sentence, the adverb slowly is placed at the beginning of the sentence. If you read the two sentences aloud, you will notice that moving the adverb changes the rhythm of the sentence and slightly alters its meaning. The second sentence emphasizes how the subject movesslowlycreating a kin

45、d of tension. This technique is effective in fictional writing. Note that an adverb used at the beginning of a sentence is usually followed by a comma, which indicates that the reader should pause briefly. Detailed AnalysisText A3. And as was expected by the managers, the professor reached for the p

46、itcher of water that was on the tableas was expected by the managers: Here as is used as a relative pronoun introducing a relative clause.He is absent, as is often the caseDetailed AnalysisText A4. If we give priority to the smaller things in life (pebbles and sand), our lives will be filled up with

47、 less important things, leaving little or no time for the things in our lives that are most important to us.Meaning: The pebbles and the sand put in the jar are just the smaller things in life. If we regard them as more important than others, we have no time for the things that are crucial in our li

48、ves.Detailed AnalysisText APart III (para 12) The professor bid farewell to the managers.Words and phrases1. the professor bid farewell to the managersl bid v. (bidding, bid or bade, bid or bidden) (formal) to give a greeting or say goodbye to someone, or to ask someone to do sthThey bade her good m

49、orning.l farewell n. (formal) goodbye, or an occasion when someone says goodbyeWe said our sad farewells and got on the bus.a farewell partyl bid farewell to/bid sb farewell: to say goodbye toHe bid us both a fond (=affectionate) farewell.I bade farewell to all the friends I had made in Paris.Compre

50、hensionText AFind out information about the following and share your findings in a group.1 public management2 elitePublic management is a sub-discipline of public administration that involves conducting managerial activities in public organizations. It tries to effectively move a community toward th

51、e attainment of its objectives. The study of public policy and management addresses two subjects: the process of developing and implementing public policy on the one hand, and the delivery of public services on the other. In general, elite means the best of a class, the socially superior part of soc

52、iety. In political and sociological theory, the elite are a small group of powerful people who hold a disproportionate amount of wealth, privilege, political power, or skill in a society. Word ApplicationText A1 Consult a dictionary and complete the following tablen.v.adj.managementhesitateintention

53、thoughtsignificantpriorexecutemanagemanageablehesitanthesitationthinkintendintentionalthinkable/thoughtfulsignifysignificancepriorityprioritizeexecutiveexecutionWord ApplicationText Aidentificationconcludeexperimentalconclusionexperimentexperimentidentifyidentifiableconclusiven.v.adj.Word Applicatio

54、nText A2 Replace the underlined parts of the sentences with the words or expressions given below. Change the form when necessary.lecture onbest momentobviouslyall togetheras a wholecarefullygetuse ones time effectivelybefore the planned timelook directly into ones eyes1) Without hesitation, the enti

55、re group of managers replied in unison, “No!”2) It was the high point of her college career.all togetherbest momentWord ApplicationText A3) From under the table that stood between the professor and the listeners, the professor pulled out a big glass jar and gently placed it in front of him.4) She wi

56、ll give a lecture on Greek literature at Sorbonne University next month.5) The auditorium fell silent, as every manager processed the significance of the professors words in their entirety.6) My mother was extremely angry, and I didnt dare meet her gaze.lecture oncarefullyas a wholelook directly int

57、o her eyesWord ApplicationText A7) You have to manage your time carefully.8) What great truth can we surmise from this experiment?9) He paused, apparently lost in thought.10) The bridge was finished two years ahead of schedule.use your time effectivelygetobviouslybefore the planned time Word Applica

58、tionText A3 Complete the sentences with the proper form of the words given below.efficientelitesettleexecutiveidentifyrattleliftslipintentionconclude1) It might take months to _ the right drug to control the disorder because each one may cause side effects.2) He _ and hurt himself while he was getti

59、ng off the bus.3) Dust will _ on your piano easily if you do not cover it.identifyslippedsettleWord ApplicationText A4) Peter worked as the chief _ who made the final decision on anymatter concerning finance.5) The report _ that the cheapest option was to close the laboratory.6) Before exercise scie

60、nce caught up with the Pilates method in the 1980s, it waschiefly dancers and _ athletes who utilized the Pilates technique.7)Where the children were concerned, she had no _ of remaining silent.8) Lightning flashed brilliantly and thunder _ the windowpanes in their frames.9) As we get older, our bodies beco