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

Integrated Course of College English

The First Two Periods

Unit Three Book Three

Designed by SHAO Hong-wan

Listening and Speaking

Group DiscussionWord Web Warm-up QuestionsA ClipBackground InformationIntroductory RemarksTextTalk about the Pictures

Group DiscussionWork in pairs and try to figure out the occupations of the people in the pictures.

Directions:

What do you want to be?

doctor

pilotscientist

butcher

director

programmer

engineer

businessman

teacher

salesman

Word WebWhat words will occur to you whenever we mention the word “work”? Write down as many words as possible, then fill in the blanks with them.

Directions:

work

trade

task

profession

occupationlabor

job

career

business

1. Finally, Mary got a _______ as a waitress.

2. He tries not to let his __________interfere with his family life.

3. In those days people would leave school at fourteen to learn a _______.

4. Building still involves a lot of manual________.

5. The report notes that forty percent of the lawyers entering the_________ are women.

6. She didn’t return to______ until her children began school.

7. When he retires he will be able to look back over a brilliant _______.

8. Our main _______ is to improve the economy.

business career job labor occupation profession task trade

job

business

trade

profession

career

labor

task

work

Warm-up Questions

1. What do you want to do after graduation?

2. What do you think of taking teaching as a career?

3. Do you think that teachers are highly respected and valued in your society?

Why Do I Teach?

A person who is preparing to become a teacher is supposed to learn the following subjects: A. liberal arts subjects (mathematics, English, history…) B. courses of a particular focus on future subject (s) C. professional education courses: educational psychology, methodology, philosophy and history of education

A qualified teacher in America

1) Subjects

Every elementary and secondary public school teacher in the U.S. must have a teacher’s certificate (a license indication that the holder is qualified to teach) granted by the government of the state in which he wishes to teach. Most of the states require four years of college education for elementary teaching certificates; all the states require at least four years of college education for secondary teaching certificates.

2) QualificationsElementary and secondary public school

College and university teachers are not required to take education courses or to obtain teaching certificates. However, a doctor’s degree in a field of specialization is almost a necessity for a teaching career in most institutions of higher education.

College and university

Becoming a teacher in China

Listen to the following passage and retell it with the words given.

In the past, becoming a teacher was comparatively easy for graduates, because, at that time, ______________ in the society was very low and their salary was very meager and therefore, not many graduates except those graduating from _________________ would choose to become teachers. However, with the _______________ of the importance of education and also of teachers, teachers’ status and their treatment have been improved, and their values are more recognized. Consequently, more and more__________ want to become teachers, especially college teachers. Therefore, the competition becomes more and more fierce. Nowadays, the______________for teachers are also rising. Basically, those requirements are very much like those in America.

teachers’ status

normal universities

growing awareness

graduates

requirements

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Academic calendar refers to the calendar used in an institution of education. It is a list of important events during the school year, such as when school terms begin, when exams are administered and when commencements are held.

Academic Calendar

“Living in an ivory tower” usually depicts the intellectuals who live only for their work and don’t care much about social and political affairs. They concentrate their entire efforts on the quest for what they perceive to be scientific or artistic truth.

Ivory Tower

Born in Concord, Thoreau was educated at Harvard University. In the late 1830s and early 1840s, he taught school and tutored in Concord and on Staten Island, New York. After graduation from Harvard University in 1837, Thoreau started a school that was perhaps the first in America to introduce field

Henry David Thoreau

American writer, philosopher, and naturalist (1817-1862)

trips for nature study. In 1845 he built a small cabin at Walden Pond with his own hands and lived there until 1847, spending 27 cents a week for food to supplement the vegetables he raised. In 1854, he published his masterpiece Walden or, Life in the Woods. In Walden, Thoreau records his life in the woods and describes freshly and vividly the changing seasons and other natural events and scenes that he observed. Thoreau had kept a journal since 1837, and this journal formed the basis for several books published after his death.

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English novelist, essayist, critic, and poet (1893-1963) In his later works he expressed concern that the pursuit of material possessions was taking place at the expense of individual freedom and a respect for nature. He satirized such trends in Brave New World (1932), a novel set in a future world where individuality is deliberately stifled. In Island (1962), on the other hand, he presents his utopia, a libertarian community living in close harmony with its natural environment.

Aldous Huxley

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Introductory Remarks

Teaching has been considered an undesirable profession in many pa

rts of the world. Education may be respected and highly valued, but t

eachers are not. Their pay and prestige are low in most countries. Th

ey work long hours not during th day and in the evening and their har

d work often goes unnoticed and unappreciated. Yet, there have alw

ays been people who love the teaching profession and choose teachi

ng as their life-long career. Here, Mr Beidler, professor of English at

Lehigh University in Pennsylvania, U.S.A., who was named 1983’s Pr

ofessor of the Year by the Council for Advancement and Support of e

ducation, gives his reasons why he teaches.

Listen to the passage and fill in the blanks with the missing words.Directions:

The teaching profession varies from country to country. In many countries teaching is a highly __________ and prestigious profession. In Japan, for example, teachers receive_________better salaries and benefits than teachers_________in the United States. In developing nations, teachers often have_________, but their salaries are often meager (不足的 ) and their_________ conditions are generally poor. In some nations, such as Ireland and Spain, the Roman Catholic Church__________in all aspects of education, including teachers’ training. All of the countries, particularly the developing nations, lose many of their most_________ teachers to more lucrative positions in __________ and industry.

respected

working

much

prestige

participates

qualifiedcommerce

do

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New Words

Please close your books and listen carefully. Write the words according to what you hear.

Open your books and have a check what’s wrong with your spelling. Pay attention to the pronunciation and spelling rules.

Every teacher probably asks himself time and again: Why am I a teacher? Do the rewards of teaching outweigh the trying moments? Answering these questions is not a simple task. Let’s see what the author says.

Why do you teach? My friend asked the question when I told him that I didn’t want to be considered for an administrative position. He was puzzled that I did not want what was obviously a “step up” toward what all Americans are taught to want when they grow up: money and power.

Certainly I don’t teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter,

Peter G. BeidlerWhy I Teach

writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I’m always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.

Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!

Why, then, do I teach?I teach because I like the pace of the academic calend

ar. June, July, and August offer an opportunity for reflection, research, and writing.

I teach because teaching is a profession built on change. When the material is the same, I change — and, more important, my students change.

I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I’m my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can’t? Such courses may be huge failures, but we can all learn from failures.

I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.

I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called “Self-Reliance in a Technological Society.” My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.

But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we sold the house, repaid our loan, paid our taxes, and distributed the profits among the group.

So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.

There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was there when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.

I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic stude

nt who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she’d first had as my student.

Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.

There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.

These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.

A “promotion” out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking questions like, “What is the point of being rich?”

And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?

But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher’s life and begins to breathe. Perhaps love is the wrong word: magic might be better.

I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.

Talk about the Pictures

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 scan

• Try to translate the following sentences on page 85-86.