B21世紀(jì)大學(xué)英語(yǔ)第二冊(cè)第三單元教案

Unit1-main1I.ObjectivesII.SuggestedTeachingPlanIII.BackgroundInformationIV.ClassPresentationUnit1-main2PartI?ListeningPartIIReadingPartIIISpeakingPartIVTranslation&WritingPartVTimetoRelaxVideoExercisesAfterstudyingthisunit,thestudentsareexpectedto1.havelisteningandspeakingpracticestolearnhowtoliveuptotheirpotentialandacquirethetheme-relatedexpressionsandtheirfunctionalstructures;2.understandthemainideaofTextA,TextBandTextC,mastertheusefulsentencestructures,wordsandexpressionsfoundintherelevantexercisesofthefirsttwotexts;3.knowhowtouseparallelstructurestoaddbalance,rhythmandclaritytothesentences;4.beabletowritealetterofaccepting/declininganoffer.ObjectivesI.ObjectivesII.SuggestedTeachingPlanforUnit3TimeContentsPlan1periodTheme-relatedListeningSections1&2Tostartthenewunit,theteacherA.playstheshorttalkoncebeforehandlingUsefulLanguageinauniqueway,e.g.,askingstudentstoreadthemloudinclass;B.playstheshorttalkoncemore,ortwicemoreifnecessary,andasksclasstocompletethesummaryasrequired;C.hasabriefdiscussionwiththestudentsonthesummaryoftheshorttalk;D.playsthetalkagainwithanemphasisondetailssothatstudentscanfillintheblanksofthetext.Sections34&5A.keepsthethemeinmindwhilemakingatransitionfromtheshorttalktothetwodialogues;II.SuggestedTeachingPlanforUnit1TimeContentsPlanObjectives3B.handlesUsefulLanguageinauniqueway,e.g.,askingstudentstocomeupwiththeirownequivalentstoreplacetheitemsinthebox;C.playsthefirstdialogueonce,ortwiceifnecessary,andasksstudentstodotheT/Fexerciseasrequiredtoexplorethemainidea;D.playsthefirstdialogueoncemoreforthedetailssothatstudentswillhavenotroubleansweringthequestions;E.playstheseconddialogueonce,ortwiceifnecessary,andthenasksstudentstodothelisteningcomprehensionexercises;F.checkstheanswersinameaningfulway,e.g.,puttingthekeywordeffortonthechalkboard,encouragingthestudentstoarounditwiththerelevantinformationfromthedialogue.TimeContentsPlanObjectives3TextA&Text-relatedExercisesStarterAfterfinishingthelisteningtasks,theteacherturnstoTextAoftheunit.Tobegin,theteacherA.letsthestudentsfigureoutwhatthetitleofTextAcanmean.ThiscanbedoneincompleteEnglishsentencesorjustphrases.IfthestudentshavedifficultyReviewofTheme-relatedListeningSections3periodsReviewTheteacherA.hasabriefreviewofwhatstudentshavelearnedinthefirstperiodoflisteningpractice;B.makesameaningfultransitiontoTextA.ContentsPlandoingthis,theteachercanaskthemtothinkofasituationwhereimpossibilitybecomesafact.TheteachercanprovidethemwiththefollowingkeywordsinEnglish:happen,yearsago,absolutelyimpossible,thinkof,giveup,makesincereefforts,findaclue,turnout,solvetheproblem.Objectives4TimeB.givesthestudents10minutestoreadTextAandfindoutthecauseoftheproblemforthecarinthestoryandasksthemtotellwhatlessonscanbedrawnfromthestory.TimeContentsPlanTextATheteacherA.discussesthewholetextwiththestudents;B.guidesthestudentsthroughtheexercises,

focusingoncertainitemsorleavingsome

exercisesasthestudents’

homework

accordingtothestudents’levels.2periodsTextB,TextC&Text-relatedExercisesTextBTheteacherA.asksthestudentstogooverthetextanddothemultiplechoicequestionsaboutit;B.whilediscussingthetextwiththestudents,callsthestudents’attentiontotheuseofparallelstructuresandtheirfunctions;C.letsthestudentsdothevocabularyandlanguageuseexerciseseitherinclassorafterclass.Objectives5TimeContentsPlanObjectives5TextCThistextshouldbereadbythestudentsthemselvesastheirhomeworkorasfast-readinginclass1periodSpeakingTheteacherA.fullyunderstandswhattheexercisesareintendedtodo;B.inEx.1initiatesadiscussiononeachstatementofthelisttoensureabetterunderstandingonthepartofstudents,andthenhelpstudentsknowwhattwocategoriesarebeforetheydotheexercisesasrequired;TimeContentsPlanObjectives6C.asksclasstoreadloudthedialogueinEx.1beforedoingtherole-playeitherwiththescriptusedbyturnsorwithitcompletelyfree;D.inEx.2hasabriefreviewofthecorethemeofTextAtoelicittheimportantstatement:Iampossible,andthenasksonestudenttoreadloudtheexamplemonologuebeforeencouragingsomestudentstocarryoutthetask.TranslationandWriting,TimetoRelax&WorkbookTheteacherA.leavesthesentencetranslationexerciseasthestudents’homework;1periodTimeContentsPlanB.tellsthestudentshowtowritealetterofaccepting/declininganofferbydoingthefirstexerciseinPracticalWriting,andthenrequiresthemtodothenexttwoexercisesafterclass;C.playstherecordofthestory“BlueSuit”inclassandletsthestudentsworkoutwhatmakestheproblem-solvinghumorous(Thiscanbedoneasstudents’homeworkifthereisn’tmuchtimeleftinclass);D.ifpossible,playsthevideointhe

Workbookinclassandletsthestudentsdotheexercisebasedonthevideo.Objectives7GeneralMotors通用汽車(chē)GeneralMotorsisanAmericanmultinationalautomakerbasedinDetroit,Michiganandtheworld’ssecondlargestautomaker.FoundedinonSept.16,1908,GMnowemploys209,000peopleineverymajorregionoftheworldanddoesbusinessinsome157countries.GeneralMotorsproducescarsandtrucksin31countries,andsellsandservicesthesevehiclesthroughthefollowingdivisions:Buick,Cadillac,Chevrolet,GMC,Opel,Vauxhall,andHolden.GM’sOnStarsubsidiary(子公司)providesvehiclesafety,securityandinformationservices.III.BackgroundInformation1Pontiac龐蒂亞克Pontiacwasanautomobilebrandthatwasestablishedin1926asacompanionmakeforGeneralMotors’Oakland.PontiacwassoldintheUnitedStates,Canada,andMexicobyGeneralMotors(GM).PontiacwasrelativelymorepopularinCanada,whereformuchofitshistoryitwasmarketedasalow-pricedvehicle.OnApril27,2009,amidongoingfinancialproblemsandrestructuringefforts,GMannounceditwoulddiscontinuethePontiacbrandbytheendof2010andfocusonfourcorebrandsinNorthAmerica:Chevrolet,Cadillac,Buick,andGMC.ThelastPontiacswerebuiltinlate2009,withthefinaldealerfranchisesexpiringOctober31,2010.III.BackgroundInformation1Dessert甜點(diǎn)InWesternculture,dessertisacoursethattypicallycomesattheendofameal,usuallyconsistingofsweetfood.ThewordcomesfromtheFrenchlanguageasdessert,“toclearthetable”and“toserve.”Commondessertsincludecakes,cookies,pastries,icecream,pie,andcandies.Fruitmayalsobeeatenwiththedessert.TheworddessertismostcommonlyusedforthiscourseinU.S.,Canada,Australia,NewZealandandIreland,whilesweetandpuddingmaybealternativetermsusedintheUKandsomeotherCommonwealthcountries,includingIndia.InEngland,thetermpuddingisusuallyusedamongtheupperandupper-middleclasses,withdessertonlyusedifthecourseconsistsoffruitorsweetmeats,afterthecheeseandbiscuitscourse.III.BackgroundInformation1PartI?ListeningListen?to?the?upcoming?short?talk?and?fill?in?the?blanks?in?the?summary?below?with?two?or?three?words.?Getting?to?know?the?following?useful?language?first?might?be?helpful.?UsefulLanguageabbreviation/

/n.縮寫(xiě)intend/

/vt.意欲critically/

/ad.批判地tough/

/a.艱難的seemingly/

/ad.看來(lái)似乎challenge/

/n.挑戰(zhàn)solution/

/n.解決方法howsandwhys緣由，道理PartI?Listening1PBLisintendedtotrainstudentstobe1).Tobeaproblemsolveristolearnhowtoraiseaquestion,howtouseinformation,howto2),andhowtomakeadecision.Ofcourse,itisnoteasytoaproblemsolver.Butitisnogoodtosaysomethingisimpossiblewithout3),eventhoughitcanseemsoatfirst.Onlywhenyougiveyourselfcompletely4)isnothingimpossible.Scriptproblemsolvers________________thinkcritically_____________makinganeffort________________tothepossible_______________Script:Helloclass,

DoesPBLringabell?Itisanabbreviationforproblem-basedlearning,aneducationmodelthatintendstotrainstudentstobecomeproblemsolvers.Thismeansthatstudentslearnhowtothinkcritically,howtoraiseimportantquestions,howtousetheinformationgained,andhowtomakedecisionswhensolvingaparticularproblem.Doyouthinkthisiswhatissupposedtobehappeningatcollege?Oristhegoaltostaypassivereceivingknowledgefromtheinstructorallthetime?Ofcourse,itisnoteasytobeaproblemsolver.Aparticularproblemcanbedifficultandtough,atfirstseeminglyimpossibletosolve.Yetlet’snotforgetthatthetoughestchallengecanalsoofferthegreatestopportunity.Sodon’tjustsaysomethingisimpossiblewithoutmakinganeffort.Giveitatryandyoumightfindoutyoucangomuchfartherthanyouexpected.Inshort,there’snowaytogettosolutionswithoutfirstexploringthehowsandwhysoftheproblem.Whathappenshappensforareason.Onlywhenyouareopentothepossibleisnothingimpossible.Helloclass,

DoesPBLringabell?Itisanabbreviationfor1),aneducationmodelthatintendsto2)tobecomeproblemsolvers.Thismeansthatstudentslearnhowtothinkcritically,howtoraiseimportantquestions,howtousetheinformationgained,andhowtomakedecisionswhensolving3).Doyouthinkthisiswhatissupposedtobehappening4)?Oristhegoalto5)receivingknowledgefromtheinstructorallthetime?Listentotheshorttalkagainandfillintheblanksbelowwiththemissingwords.Objectives222problem-basedlearning________________________trainstudents______________aparticularproblem___________________atcollege__________staypassive_____________Ofcourse,itisnoteasytobeaproblemsolver.Aparticularproblemcanbe6),atfirstseeminglyimpossibletosolve.Yetlet’snotforgetthatthetoughestchallengecanalsooffer7).Sodon’tjustsaysomethingisimpossiblewithout8).Giveitatryandyoumightfindout9)muchfartherthanyouexpected.Inshort,there’snowaytogettosolutionswithoutfirstexploringthe10)oftheproblem.Whathappenshappens11).Onlywhenyouareopentothepossibleis12).Objectives23difficultandtough_________________thegreatestopportunity_______________________makinganeffort_________________youcango___________howsandwhys________________nothingimpossible___________________forareason_____________Martin?and?Lisa?are?talking?about?possibility?and?impossibility.?Listen?to?their?conversation?and?then?decide?whether?the?conversation-based?statements?below?are?true?(T)?or?false?(F).?Getting?to?know?the?following?useful?language?first?might?be?helpful.UsefulLanguageObjectives243negative/

/a.stuck/

/a.belief/

/n.Thepointissimplythat…Couldn’thavesaiditbetter.billboard/

/n.Youbetcha!

否定的；消極的被困住信念其要點(diǎn)是……說(shuō)得太好了。(戶外)

廣告牌那還用說(shuō)!1)AccordingtoLisa,itisimpossibletomakesomethingspossible.2)AsMartinsays,itisyourattitudeandeffortthatcauseyoutomakesomethingpossible.3)BothMartinandLisabelievethereispossibilityineveryimpossibility.FTTObjectives25_____________________Script:Script:Martin:Whatdoyoumeanwhenyousay,“whenyouareopentothepossible,nothingisimpossble”?Lisa:Imeanweourselvesmakethingspossiblebyourattitude.Martin:Alldependsonourattitudeandeffort?Lisa:Exactly.Onwhetherwearereadyandavailableforthenew,notnegativeandstuck.That’sourbeliefinpossibility.Martin:Ah,IthinknowIunderstandbetterwhatyoumeanwhenyousayonlywhenyouareopentothepossibleisnothingimpossible.Lisa:Thepointissimplythatthereisapossibilityineveryimpossibility.Martin:Andwhenyouletgoofwhatseemsimpossible,thepossiblearrives,right?Lisa:Couldn’thavesaiditbettermyself.Martin:Really?Lisa:Yeah.HeyMartin,readthatbillboardoverthere!Martin:Youmean“NOTHINGISIMPOSSIBLE”?Lisa:Right.DoyouseewhatIsee?Thewords“I’mpossible”insidetheword“Impossible”!Isn’tthatfunny?Sortoflikeifyoujustlookatsomethingalittledifferentlywhatlookedimpossiblesuddenlybecomespossible!Martin:Wow,that’scool!You’vegotx-rayvision!Youcandoanything!Lisa:Youbetcha!I’m…possible!Martin:Cometothinkofit,didn’tAdidasrunanadcampaignalongthoselines?Lisa:Probably.Asyouknow,greatmindsthinkalike!1)

WhatdoesLisameanwhenshesays“beopentothepossible”?2)

WhatdoesMartinbetterunderstandnow?3)

WhatpointisLisatryingtomake?

Listentotheconversationagainandthenanswerthefollowingquestions.Shemeansthatifyouarepositiveanddon’tjumptonegativeconclusions,solutionsarrive.Thestatement:Onlywhenyouareopentothepossibleisnothingimpossible.Thereisapossibilityineveryimpossibility.______________________________________________________________________________________________________________________________________________________________________________________________________________44)WhatdoesLisasayaboutattitudeandeffort?5)Whatdoesthebillboardread?Wehavetobereadyandavailableforthenew,notnegativeandstuck.Itreads:NOTHINGISIMPOSSIBLE._________________________________________________________________________________________________________Lisa?and?Martin?are?talking?about?effort?and?success.?Listen?to?their?conversation,?and?then?answer?the?questions?below?by?choosing?the?best?response.?Getting?to?know?the?following?useful?language?first?might?be?helpful.UsefulLanguagesaying/

/n.格言

onthemark說(shuō)到點(diǎn)子上,?中肯的,?切題的Nothingcouldbeanytruer.千真萬(wàn)確。patent/

,

/n.專(zhuān)利sweat/swet/v.(使)出汗Script:5Script:Lisa:Thekeywordiseffortwhenwetalkaboutpossibilityandimpossibility.Martin:That’sforsure.Everybodyknowsthesaying“nopain,nogain.”Lisa:Nokidding.Haveyouheardthat“geniusis1%inspirationand99%perspiration”?Martin:No,whosaidit?Lisa:DoyouknowofThomasEdison?Martin:Yes,Ido.HeisafamousAmericaninventor.Lisa:Well,he’stheonewhosaidthat.Martin:Havetosay,he’scertainlyrightonthemark.Nothingcouldbetruer.Objectives28Lisa:Youknowhowmanyinventionshemade?Hesetaworldrecord:1,093patentsforinventions.Martin:Wow,Ididn’tknowthat!Whatareyougettingat?Lisa:ThepointI’mtryingtomakeisthathestoppedatnothing.Lookhowfarhewentwithhis99%perspiration,howmanyfailureshemusthavefacedjusttoreacheachsuccess.Andallbecausehestayedopentothepossible.Martin:Yeah,talkabouteffortandbelief!Whatittakestomakesomethingpossible…Lisa:Theimpossibledoesn’tcount.Onlythepossibledoes.Butyouonlygetthereifyousweatthroughwhatevercomesup,alwayskeepingyoureyeonthemark.Martin:YousoundjustlikeMr.Edisonhimself!Anypossibilityyou’rerelated…?Justkidding!Objectives291)Whatisthekeywordmentionedinthetalk?A)Gain.C)Genius.D)Invention.2)WhydoesLisamentionThomasEdison?A)Totalkaboutaworldrecord.B)ToproveMartinwrong.C)ToexplainAmericanhistory.

Objectives30B)Effort.D)Tohighlightonthevalueofeffort.

3)WhatisLisatryingtoprovewiththestatementthatgeniusis1%inspirationand99%perspiration?

A)FewcaninventasmuchasThomasEdison.B)ThomasEdition’slifeisaninspiration.D)Everybodycanbeagenius.4)HowmanypatentsdidThomasEdisonhold?A)1,039.B)1,903.C)1,309.Objectives31C)Geniusisworthlesswithouteffort.D)1,093.5)WhatareLisaandMartinmainlytalkingabout?A)TheinventionsofThomasEdison.B)Theimportanceofindependence.D)Thethinkingprocessofgeniuses.Objectives32C)Thepowerofpersistenteffort.

PartIIReading-main3TextA?“Impossible”or“I’mPossible”P(pán)artIIReadingTextB?NothingbutProblemsExercisesExercisesTextC?Problems!FourSimpleStepsto SolvingThem!Exercises1

ThisisatruestorythathappenedbetweenacustomerofGeneralMotorsandits

customer-care

executive.2ThePontiacDivisionofGeneralMotorsreceivedacomplaint:PartII?ReadingTextA“Impossible”or“I’mPossible”AuthorUnknownTextA11)Wheredidthetruestoryhappen?IthappenedbetweenacustomerofGeneralMotorsanditscustomer-careexecutive.2)WhatdidthePontiacDivisionofGeneralMotorsreceive?Itreceivedacomplaint.Question1Para.1-2ofTextAQuestionsAboutTheseParagraphs是不可能還是我有可能

佚名這是發(fā)生在通用汽車(chē)公司的一位客戶與該公司客戶服務(wù)部經(jīng)理之間的一個(gè)真實(shí)的故事……通用汽車(chē)公司的龐蒂亞克分部收到了一份投訴：ChineseVersionChineseVersionTheexpression“I’mpossible”isnotcurrentstandardorcolloquialEnglish.However,theauthorisengaginginakindofword-playwiththisartificialexpression’scloseresemblancetotheword“Impossible”tomakeavalidpoint:“Thepossiblelieswithintheimpossible,ifonlyapersonlooksortrieshardenoughtoactivatethepossibilitywithhimorherself.”在英語(yǔ)中，通常不說(shuō)“I’mpossible”,作者以一種類(lèi)似文字游戲的形式來(lái)說(shuō)明，看似不可能的事情中包含著可能性。CollegeSurvivalNotescustomer-care:

客戶服務(wù)(部)survivalLanguagePointscustomer/

/n.

personwhobuysgoods,services,etc.fromashop,business,etc.顧客；

客戶survivalLanguagePointse.g.Ourbossasksustodowhateverwecantosatisfyeverycustomerwhocomesintoourstore.?老板要求我們要盡力滿足每個(gè)走進(jìn)我們商店的顧客。executive/

/n.

personinabusinesswiththepowerofdirectionandmanagement

(企業(yè)的)

經(jīng)理survivalLanguagePointse.g.I’llhaveameetingwithsomeofthecompany’stopexecutives.我將與該公司的一些高層管理人士會(huì)面。complaint

/

/

n.

reasonfornotbeingsatisfied;statementthatsb.makessayingthattheyarenotsatisfied

抱怨；

投訴

survivalLanguagePointse.g.Thegeneralmanagerwilllookintoyourcomplaintinperson.Obviously,theypaidnoattentiontoourcomplaintsabouttheproductquality.總經(jīng)理會(huì)親自調(diào)查你的投訴一事。他們顯然不理睬我們對(duì)產(chǎn)品質(zhì)量作出的投訴。3“ThisisthesecondtimeIhavewrittentoyou,andIdon’tblameyoufornotansweringme,becauseIsoundedcrazy,butitisafactthatwehaveatraditioninourfamilyofhaving

icecream

fordessertafterdinnereachnight.Butthekindoficecreamvariesso,everynight,afterwe’veeaten,thewholefamilyvotesonwhichkindoficecreamweshouldhaveandIdrivedowntothestoretogetit.TextA21)Hasthecustomereverwrittentothecustomer-careexecutive?Yes.Buthehasnotreceivedaresponse.2)Whyisn’tthewriterofthecomplaintangryatnotgettingananswerfromthecustomer-careexecutive?Becausehealsothoughthesoundedcrazy.3)Whattraditiondoesthefamilyhaveafterdinnereachnight?Havingicecreamfordessert.Question1Para.3ofTextAQuestionsaboutThisParagraph4)Howdoesthefamilydecideonwhichkindoficecreameverynight?Byvote.“這是我第二次給你們寫(xiě)信，對(duì)你們沒(méi)有回信給我我并不責(zé)怪你們，因?yàn)槲业牡谝环庑怕?tīng)上去很古怪，但事實(shí)是，我們家族有個(gè)傳統(tǒng)，即在每晚用餐后吃冰淇淋作甜食。但冰淇淋的種類(lèi)繁多，所以每天晚上，在我們吃過(guò)飯后，一家人便投票決定吃哪種冰淇淋，然后由我駕車(chē)去店里購(gòu)買(mǎi)。ChineseVersionChineseVersionThisisthesecondtimeIhavewrittentoyou…這是我第二次給你們寫(xiě)信……本句中從句的時(shí)態(tài)用現(xiàn)在完成時(shí)，因?yàn)橹骶渲泻斜硎镜趲状蔚亩陶Z(yǔ)(thesecondtime)。又如：ThisisthefrsttimeIhaveseensuchacrazyperson.

我還是第一次看到這樣瘋狂的人。Usewhatyourcollegehastooffer

…Notes…itisafactthatwehaveatraditioninourfamilyofhavingicecreamfordessertafterdinnereachnight.但事實(shí)是，我們家族有個(gè)傳統(tǒng)，即在每晚用餐后吃冰淇淋作甜食。本句中fact后面that引導(dǎo)的從句是fact的同位語(yǔ)從句，that不可以省略。第四段開(kāi)頭第一句話也是同樣的句型。Usewhatyourcollegehastooffer

…Notesicecream：typeofsweetfrozenfoodmadefrommilkfat,favoredwithfruit,chocolate,etc.andofteneatenasadessert

冰淇淋

attackLanguagePointsvoteon:votetodecide

投票決定；表決attackLanguagePointsblame/

/

v.

thinkorsaythat(sb./sth.)isresponsibleforsth.bad

指責(zé)；

責(zé)怪

attackLanguagePointse.g.Youcertainlycannotblamemeforwhathashappened.Scientistssaythathighlevelsofairpollutionaretoblamefortherisingcancerrate.科學(xué)家說(shuō)空氣的嚴(yán)重污染是癌癥發(fā)病率上升的原因。你當(dāng)然不能把所發(fā)生的事情怪罪到我頭上。crazy/

/a.

notsensible

不理智的；瘋狂的attackLanguagePointse.g.Heiscrazytomakesfriendswithsuchpeople.Themanagerfindsthecustomer’sdemandtoocrazy.經(jīng)理覺(jué)得客戶的要求太荒唐了。他和這樣的人交朋友，真是瘋了。tradition/

/n.

belief,customorwayofdoingsth.thathasexistedforalongtimeamongaparticulargroupofpeople

傳統(tǒng)attackLanguagePointse.g.AmericancultureandtraditionsLikemostuniversitiesoverseveralhundredyearsold,Brownmaintainsanairoftraditionandhistory.像很多建校好幾百年的大學(xué)一樣，布朗大學(xué)保持著傳統(tǒng)和歷史氣息。美國(guó)文化與傳統(tǒng)cream/

/n.

奶油takeadvantageofLanguagePointse.g.icecreamcreamcakes奶油蛋糕冰淇淋dessert/

/n.

sweetfoodeatenattheendofameal

(飯后)

甜點(diǎn)，

甜食

helpfulLanguagePointse.g.YouwillnotobjectifIhavesomedessert?So,timefordessert,Ithink.我想該吃甜點(diǎn)了吧。我吃點(diǎn)甜點(diǎn)你不反對(duì)吧？vary/

/v.(ofagroupofsimilarthings)bedifferentfromeachother相異，不同，有別regularLanguagePointse.g.Onthis,opinionswillcontinuetovarygreatly.

Eachofusisdifferent,andourneedsvaryaccordingtothetimeofdayandwhatwearedoing.我們每個(gè)人都不一樣，而且我們的需求也會(huì)因時(shí)間和正在做的工作而不同。就這個(gè)問(wèn)題，人們的看法還是有很大差別。vote/

/v.

投票failureLanguagePointse.g.Allmemberswillvoteonthisagreement.MayIaskwhomyouvotedfor?我可以問(wèn)你投票支持誰(shuí)嗎？所有成員將就此協(xié)議投票表決。4It’salsoafactthatIrecentlypurchasedanewPontiacandsincethenmytripstothestorehavecreatedaproblem.

Yousee,everytimeIbuyavanillaicecream,whenIcomebackfromthestoremycarwon’tstart.IfIgetanyotherkindoficecream,thecarstartsjustfine.5IwantyoutoknowI’mseriousaboutthisquestion,nomatterhowsillyitsounds:‘WhatisthereaboutaPontiacthatmakesitnotstartwhenIgetvanillaicecream,andeasytostartwheneverIgetanyotherkind?’”TextA31)Whatdidthewriterofthecomplaintpurchaserecently?AnewPontiac.2)Whatproblemhashebeenhavingonhistripstothestore?Everytimehebuysvanillaicecream,whenhecomesbackfromthestorehiscarwon’tstart.3)Whatdoesthecustomerwantthecustomer-careexecutivetoknow?Heisseriousaboutthequestion,nomatterhowsillyhiscomplaintsounds.Question1Para.4-5ofTextAQuestionsaboutTheseParagraph4)Whatdoesthecustomerwanttofindout?HewantstofindoutwhatiswrongwithhisPontiacthatmakesitnotstartwhenhegetsvanillaicecream.

另一個(gè)事實(shí)是，最近我買(mǎi)了一輛新的龐蒂亞克，打那以后我去冰淇淋店的出行就有了問(wèn)題。是這樣的，每次我買(mǎi)了香草冰淇淋從店里回來(lái)時(shí)，我的車(chē)就無(wú)法啟動(dòng)。如果我買(mǎi)的是任何其他種類(lèi)的冰淇淋，車(chē)就啟動(dòng)得很好。

我希望你們理解，我談這個(gè)問(wèn)題是認(rèn)真的，不管它聽(tīng)上去有多么愚蠢：‘一輛龐蒂亞克車(chē)?yán)镉惺裁礀|西使得它在我買(mǎi)了香草冰淇淋后不能啟動(dòng)而在我買(mǎi)了任何其他種類(lèi)的冰淇淋后又很容易啟動(dòng)呢？’”ChineseVersionChineseVersionYousee,everytimeIbuyavanillaicecream,whenIcomebackfromthestoremycarwon’tstart.是這樣的，每次我買(mǎi)了香草冰淇淋從店里回來(lái)時(shí)，我的車(chē)就無(wú)法啟動(dòng)。本句中的Yousee用作插入語(yǔ)，意思是“你瞧”或“聽(tīng)我說(shuō)”；everytime

sb.doessomething意為“每次某個(gè)人做某事”。又如：Everytimehegoestomeet

hisgirlfriend,heputsonhisbestsuit.

每次去見(jiàn)女朋友，他都穿上最好的西裝。Notgoingtoclass

…NotesWhatisthereaboutaPontiacthatmakesitnotstartwhenIgetvanillaicecream,andeasytostartwheneverIgetanyotherkind??一輛龐蒂亞克車(chē)?yán)镉惺裁礀|西使得它在我買(mǎi)了香草冰淇淋后不能啟動(dòng)而在我買(mǎi)了任何其他種類(lèi)的冰淇淋后又很容易啟動(dòng)呢？本句中有兩點(diǎn)需要注意：第一，WhatisthereaboutaPontiac意思是“龐蒂亞克有什么問(wèn)題”；第二，makesb./sth.(not)dosth.意思是“使某人/某物不能做某事”，其中的不定式不加to。Weallknowwhat’s

…Notesbeseriousabout:

對(duì)…是認(rèn)真的organizeLanguagePointse.g.Dennisisseriousaboutwantingtojoinus.Thesegirlsweremoreseriousaboutit:beautycontestsweretheirwholelives.這些姑娘是認(rèn)真的，選美比賽可是她們生命的全部。丹尼斯想加入我們，他是認(rèn)真的。Whenever/

/

conj.

atanytimethat;onanyoccasionthat;everytimethat

無(wú)論何時(shí);每當(dāng)organizeLanguagePointse.g.Hesmileswheneverheseesher.WheneverImissmyhometown,Ilistentothismusic.每當(dāng)我思念家鄉(xiāng)，我就會(huì)聽(tīng)這首樂(lè)曲。我們說(shuō)過(guò)情況會(huì)好轉(zhuǎn)的，果然如此。6

ThePontiacPresidentwasunderstandably

skepticalabouttheletter,butsentanengineertocheckitoutanyway.Thelatterwassurprisedtobegreetedbyasuccessful,obviously

well-educatedmaninafineneighborhood.Hehadarrangedtomeetthemanjustafterdinner-time,sothetwogotintothecaranddrovetotheicecreamstore.TextA31)HowdidthePontiacPresidentreacttotheletter?He