當(dāng)代商務(wù)英語綜合教程 2 （第2版）The Bright Student and the Dull Student

當(dāng)代商務(wù)英語綜合教程2

（第2版）

TheBrightStudentand

theDullStudentContents2TextATheBrightStudentandtheDullStudentLanguageinUseTextBNotReallyMadeinChinaWarm-upQuestions:3Warm-upQuestions:1.Whywillthebrightstudentbecomesuccessfulmoreeasily?2.Wouldyoupleaselistsomeofthereasonswhichleadtothefailureofthedullstudent?Pre-classTask14Pre-classTask1Readthetextonceforthemainidea（s）.Donotrefertothenotes,theglossaryordictionaries.TextA

TheBrightStudentandtheDullStudent5PassageYearsofwatchingandcomparingthebrightstudentandthenotbright,orlessbright,haveshownthattheyareverydifferentkindsofpeople.Thebrightstudentiscuriousaboutlifeandreality,eagertogetintouchwithit,embraceit,andunitehimselfwithit.Thereisnowall,nobarrierbetweenhimandlife.Thedullstudentisfarlesscurious,farlessinterestedinwhatgoesonandwhatisreal,moreinclinedtoliveinworldsoffantasy.16PassageThebrightstudentlikestoexperiment,totrythingsout.Helivesbythemaximthatthereismorethanonewaytoskinacat.Ifhecan'tdosomethingoneway,he'lltryanother.Thedullstudentisusuallyafraidtotryatall.Ittakesagooddealofurgingtogethimtotryevenonce;ifthattryfails,heisthrough.TextA

TheBrightStudentandtheDullStudent7PassageThebrightstudentispatient.Hecantolerateuncertaintyandfailure,andwillkeeptryinguntilhegetsananswer.Whenallhisexperimentsfail,hecanevenadmittohimselfandothersthatforthetimebeingheisnotgoingtogetananswer.Thismayannoyhim,buthecanwait.Veryoften,hedoesnotwanttobetoldhowtodotheproblemorsolvethepuzzlehehasstruggledwith,becausehedoesnotwanttobecheatedoutthechancetofigureitoutforhimselfinthefuture.2TextA

TheBrightStudentandtheDullStudent8PassageNotsothedullstudent.Hecannotstanduncertaintyorfailure.Tohim,anunansweredquestionisnotachallengeoranopportunity,butathreat.Ifhecan'tfindtheanswerquickly,itmustbegiventohim,andquickly;andhemusthaveanswersforeverything.Sucharethestudentsofwhomasecondgradeteacheroncesaid,“butmystudentsliketohavequestionsforwhichthereisonlyoneanswer.”Theydid,andbyamysteriouscoincidence,sodidshe.TextA

TheBrightStudentandtheDullStudent9PassageThebrightstudentiswillingtogoaheadonthebasisofincompleteunderstandingandinformation.Hewilltakerisks,sailunchartedseas,andexplorewhenthelandscapeisdim,thelandmarksfew,thelightpoor.Togiveonlyoneexample,hewilloftenreadbookshedoesnotunderstandinthehopethatafterawhileenoughunderstandingwillemergetomakeitworthwhiletogoon.InthisspiritsomeofmystudentstriedtoreadMobyDick.3TextA

TheBrightStudentandtheDullStudent10PassageButthedullstudentwillgoaheadonlywhenhethinksheknowsexactlywherehestandsandexactlywhatisaheadofhim.Ifhedoesnotfeelheknowsexactlywhatanexperiencewillbelike,andifitwillnotbeexactlylikeotherexperienceshealreadyknows,hewantsnopartofit.Forwhilethebrightstudentfeelsthattheuniverseis,onthewhole,asensible,reasonable,andtrustworthyplace,thedullstudentfeelsthatitissenseless,unpredictable,andunreliable.Hefeelsthathecannevertellwhatmayhappen,particularlyinanewsituation,exceptthatitwillprobablybebad.TextA

TheBrightStudentandtheDullStudentPre-classTask211Pre-classTask2ChoosethestatementthatbestexplainsyourunderstandingofTextA.1.b）

2.a）3.c）4.d）5.c）Pre-classTask312Pre-classTask3Readthetextasecondtimetoreviewthevocabularyincontext.Studythenewwordsandtheirdefinitions.Pre-classTask313Glossary14Pre-classTask315Pre-classTask3In-classTask116In-classTask1Readthetextathirdtimeforabetterunderstandingofthemainpoints.Explaininyourownwordsthefollowingsentencestakenfromthetext.1.Thebrightstudentiscuriousaboutlifeandreality,eagertogetintouchwithit,embraceit,andunitehimselfwithit.(Para.1)1.Thesmartstudentisinterestedinlifeandfacts,andhehopestostudyit,acceptitandindulgehimselfintoit.(Para.1)In-classTask1172.Helivesbythemaximthatthereismorethanonewaytoskinacat.(Para.1)3.Veryoften,hedoesnotwanttobetoldhowtodotheproblemorsolvethepuzzlehehasstruggledwith,becausehedoesnotwanttobecheatedoutthechancetofigureitoutforhimselfinthefuture.(Para.2)2.Heholdstheprinciplethatthereareseveralpossiblewaysofachievingsomething.(Para.1)3.Othersareusuallynotsupposedtohelphimwiththeproblemheisengagedinwithefforts,sincehedoesnotwanttobedeprivedof(getting)thechancetosolvetheproblemhimself.(Para.2)In-classTask1184.Hewilltakerisks,sailunchartedseas,andexplorewhenthelandscapeisdim,thelandmarksfew,thelightpoor.(Para.3)4.Regardlessofanypossiblebadresults,hewillsetaboattosomeunknownseaandmakearesearchofunfamiliarregions.(Para.3)In-classTask219In-classTask2StructuralanalysisofthetextThisisawell-organizedexpositorywriting,inwhichthewritermakesacleardistinctionbetweenthebrightstudentandthedullstudent.Whatstrikesreadersmostinthefirstparagraph,whichservesastheintroduction,isthefactthatthebrightstudenttendstobecuriousandactiveinlifewhilethedullstudentisjusttheopposite.In-classTask220Inthesecondparagraph,thewriterfurtherstatessomeotherstrikingfeaturesofthebrightstudentandthedullstudent.Somemorefactsareaddedinthethirdparagraph,whichmakepeoplerealizewhatleadstothesuccessofthebrightstudentandthefailureofthedullstudent.In-classTask321In-classTask31.Readaloudparagraphs2-3.2.Workinpairstoaskeachotherquestionsaboutthetext.In-classTask3223.Answerthefollowingquestionsaboutthetext.1)Isthebrightstudentquitedifferentfromthedullstudent?Howaretheydifferentfromeachother?1)Yes.Thebrightstudentispatient,curiousaboutlifeandreality,andwillingtogoaheadonthebasisofincompleteunderstandingandinformation.Thedullstudentisimpatient,farlesscuriousinwhatgoeson,andgoesaheadonlywhenhethinksheknowsexactlywherehestandsandwhatisaheadofhim.In-classTask3232)Whatisthemaximbywhichthebrightstudentlives?2)Thereismorethanonewaytoskinacat,i.e.thereareseveralpossiblewaysofachievingsomething.3)Whatisthedullstudent'sattitudetowardsuncertaintyorfailure?3)Heregardsuncertaintyandfailureathreatinsteadofachallengeoranopportunity.In-classTask3244)Whatkindofstudentswouldyouliketobe?Why?4)Ofcoursethebrightone.Brightstudentsareenthusiasticandpassionatetoeverythingaroundthem.Theyalwayskeeptryingeventhoughtheyareconfrontedwithobstacles.Moreover,thebrightstudentsworkhardsincetheyareeagertoresolvepuzzlesthemselves.5)Whatcanyoulearnfromthistext?5)Ilearntthatthereareseveraldistinctdifferencesbetweenthebrightstudentsanddullstudents.Thebrightstudentsaremorepatient,curiousaboutlifeandrealityandalwayssticktowhattheybelieveintilltheyachieveit.Whilethedullstudentsareusuallypassivetolife,andtheydonotlikechallengewhichtheyregardonlyasthreat.Torealizeone'spersonalideals,it'sessentialforhimtobeabrightstudent.In-classTask3254.Discussthefollowingwithyourclassmatesandpresentyourideatotheclass.1)Commentontheadvantagesofthebrightstudent.2)Whatwouldyoudowhenyoumeetwithdifficulties?In-classTask32627TextA

TextTranslation聰明與不聰明學(xué)生的區(qū)別多年對(duì)聰明的、不聰明的和不太聰明的學(xué)生的觀察和對(duì)比表明：他們是截然不同的人。聰明的學(xué)生對(duì)生活和現(xiàn)實(shí)充滿了好奇，渴望體驗(yàn)生活，擁抱生活，融入生活。在他與生活之間是沒有隔閡與障礙的；不聰明的學(xué)生的好奇心則不那么強(qiáng)，他對(duì)周圍發(fā)生的事和現(xiàn)實(shí)世界不太感興趣，而更喜歡生活在幻想的世界里。128Text