新编研究生英语系列教程08.ppt

Unit Three Active Reading,Lesson 8 Prereading,Prereading is a way to familiarize yourself quickly with the organization and content of the material. Prereading involves getting a quick impression or overview of what you are going to read before beginning to read. You might think of prereading as similar to looking at a road map before you start out on a drive to an unfamiliar place. The road map, like prereading, gives you an idea of what lies ahead and how it is arranged.,Prereading Is Effective,Prereading is effective because it:,helps you become interested in and involved with what you will read,2. gives you basic information about the organization and content of the article,3. focuses your attention on the content of the article,4. allows you to read somewhat faster, since the material is familiar,5. provides you with a mental outline of the material. You can anticipate the sequence of ideas, see relationships among topics, and follow the authors direction of thought. Also, reading becomes a process of completing or expanding the outline by identifying supporting details.,How to Preread,Prereading involves looking only at those parts of the reading material that will tell you what it is about or how it is organized. The portions to look at in reading a textbook chapter are listed below.,Read the title. Often the title functions as a label and tells you what the material is about. It establishes the overall topic or subject.,2. Read the introduction or opening paragraphs. The first few paragraphs of a piece of writing are usually introductory. The author may explain the subject, outline his or her ideas, or give some clues about his or her direction of thought. If the introduction is long, read only the first two or three paragraphs.,How to Preread,3. Read each boldface heading. Headings, like titles, serve as labels and identify the content of the material they head. Together, the headings will form a mini- outline of the important ideas.,4. Read the first sentence under each heading. Although the heading often announces the topic that will be discussed, the first sentence following the heading frequently explains the heading and states the central idea of the passage.,5. Notice any typographical aids. The typographical aids include all features of the page that make facts or ideas outstanding or more understandable. These include italics (slanted print), boldface type, marginal notes, colored ink, capitalization, underlining, and enumeration (listing).,6. Notice any graphs or pictures. Graphs, charts, and pictures are used for two purposes. First, they emphasize important ideas, and second, they clarify or simplify information and relationships. Therefore, they are always important to notice when you are prereading.,7. Read the last paragraph or summary. The last paragraph of a chapter often serves as a conclusion or summary. By reading the summary before reading the chapter you will learn the general focus and content of the material.,Practice of Reading Techniques,Read the title and the subtitles of reading selection A in this unit and think about the following questions.,What are the major functions and effects of music in our life and society?,2. Are there any censorship regulations on songs and music in our country?,3. What impact does music have on our perceptions?,4. What role does music play in our life and society?,Lesson 8,The Functions and Effects of Music,Reading Selection A,CATALOGUE,Warm-up Activities,About the Author,Background Information,Language Points,Keys,text,Warm-up Activities,Do you often listen to music? According to your experience, what are the functions of music?,2. Does it ever occur to you that music has social and political use?,About the Author,Sam Becker is a resolutely centered teacher-scholar- adviser. He grew up in Quincy, Illinois, lived with his family in St. Louis, and moved to Iowa City in the early 1940s, completing his B.A., M.A., and Ph.D. at the University of Iowa, and, for good measure, staying here. More than half a century of his life has been spent here only an hour from the river that defines Middle America geographically and culturally.,About the Author,Samuel L. Becker, 47BA, 49MA, 53PhD, has devoted most of his professional career to the University of Iowa.,A Quincy, Illinois, native, Becker began working at the UI 54 years ago, when he washed pots and pans at Currier Hall as an undergraduate student. In just a few short years, Becker went from student worker to working with students and serving the university in several administrative capacities.,Sam in 1940,About the Author,A three-time Iowa Graduate in communications and theatre arts, Becker joined the UI faculty in 1950. He was appointed a full professor in 1961 and was chair of the Department of Communication and Theatre Arts from 1968 to 1982. During Beckers tenure in the department, he served on more than 50 university committees. One of Iowas first two faculty members to receive a UI Foundation Distinguished Professorship, Becker directed nearly 60 dissertations and has written six books and more than 110 journal articles. He was appointed to the UI Board in Control of Athletics in 1978, and in 1982 he was named Iowas faculty representative to the Big Ten Conference.,About the Author,Over the years, Becker has been quick to address the needs of his university. Most recently, he postponed his retirement when UI administrators asked him to serve as interim director of the School of Art and Art History and to co-chair the committee searching for a permanent director.,Becker retired from the University of Iowa faculty in 1993. To honor his lifetime of service, the UI sponsored “Celebrating Sam,“ a weekend-long party. More than 300 of Beckers colleagues, former students, friends, and family members attended the event, where President Hunter Rawlings announced the naming of the Samuel L. Becker Communication Studies Building.,About the Author,Becker is a member of the UI Alumni Associations Directors Club and the Foundations Presidents Club.,Background Information,(195475), a protracted conflict that pitted the communist government of North Vietnam and its allies in South Vietnam, known as the Viet Cong, against the government of South Vietnam and its principal ally, the United States. Called the “American War” in Vietnam (or, in full, the “War Against the Americans to Save the Nation”), the war was also part of a larger regional conflict (Indochina wars) and a manifestation of the Cold War between the United States and the Soviet Union and their respective allies.,Background Information,At the heart of the conflict was the desire of North Vietnam, which had defeated the French colonial administration of Vietnam in 1954, to unify the entire country under a single communist regime modeled after those of the Soviet Union and China. The South Vietnamese government, on the other hand, fought to preserve a Vietnam more closely aligned with the West. U.S. military advisers, present in small numbers throughout the 1950s, were introduced on a large scale beginning in 1961, and active combat units were introduced in 1965. By 1969 more than 500,000 U.S. military personnel were stationed in Vietnam.,Background Information,Meanwhile, the Soviet Union and China poured weapons, supplies, and advisers into the North, which in turn provided support, political direction, and regular combat troops for the campaign in the South. The costs and casualties of the growing war proved too much for the United States to bear, and U.S. combat units were withdrawn by 1973. In 1975 South Vietnam fell to a full-scale invasion by the North.,Language Points,1. bring about,cause something to happen; produce 使发生；引起； 导致 （line 3, para. 1）, 这是怎么发生的？,What brought it about?, 美国政府帮助达成了和平解决。,The Administration helped bring about a peaceful settlement., 错误的思维和生活方式会导致无法忍受的局势。,Wrong ways of thinking and living bring about intolerable situations.,Language Points,* bring forth,create, result in 产生；引起；导致 （line 1, para. 3）, 她写给报纸的信得到了许多人的支持。,Her letter to the paper brought forth a flood of supportive comments., 这个问题提出请你考虑。,The problem is brought forth for your consideration., 未来将揭示出什么样的情况？,What will the future bring forth?,Language Points,* bring together,create a situation in which people meet and do something together, especially when they would not usually do so 使聚在一起；使联合,我们把来自三所不同大学的研究人员聚集在一起来做这 个项目。,We brought together researchers from three different universities to work on the project.,Language Points,2. whip up,encourage strong emotions or behavior in people; arouse 唤起；激起 （line 1, para. 2）, 报纸上的文章激起了人们对新税收政策的忧虑。,Newspaper articles have whipped up fears of the new tax policies., 演说者把人群的情绪鼓动到如痴如狂的地步。,The orator whipped the crowd up to a state of frenzy., 这次采访激起了半数美国人的极大愤怒。,The interview whipped up half the American people into a frenzy of rage.,Language Points,3. off air /off the air,no longer broadcasting on radio or television 停播 （line 3, para. 6）, 等到我们停播为止。,Wait till were off the air., 这个系列剧只播了3集就停播了。,After just 3 episodes the series was taken off the air., 在英国通常在午夜左右停止广播。,In Britain television usually goes off the air at about midnight.,Language Points,4. far from,used for saying that the real situation is the opposite of what you mention 远远不；完全没有 （line 4, para. 6）, 这场斗争远远没有结束。,The struggle is far from over.,罗丝看到他非但不高兴，反而显得有点生气。,Far from seeming glad to see him, Rose looked almost angry.,虽然是事后聪明，她毕竟认识到这与事实大相径庭。,Though with hindsight she realizes this was far from the truth.,Language Points,*far from it,used for saying that what was just said is not true at all, and that the opposite is probably true 远非如此,你不是我要选择的人，并不是我对你有恶感，决不是这样， 但我首先要选的人是霍利迪。,You werent my choice, not that Im against you, far from it, but my first choice was Holliday.,Language Points,5. position,viewpoint, stance 立场；观点；态度 (line 11, para.6),对任何一个问题，大家都无法确定他的立场。,No one was sure of his position on any issue.,*take a position,take a view 表明立场,你还指望政府会以这样或那样的方式对这次立法表明立 场吗？,Do you expect the government to take a position one way or another on this legislation?,*take the position that,take the view that 认为,该机构认为政府的说明不够详细。,The agency takes the position that the governments specifications were deficient.,Language Points,6. take sb/sth seriously,think that someone/something is important and should be given careful attention 把某人/某物看得很重要，认为 应认真对待某人/某物 （line 8, para. 7）, 他们很认真地对待他们的职责。,They take their responsibilities seriously., 没人把他的工作当作一回事。,His work was not taken seriously., 别把他说的一切都这么当回事儿。,Dont take everything he says so seriously.,Language Points,7. contribute to,be one of the things that help to make something happen 有助于促成 （line 3, para. 8）, 丑闻当然也部分地导致了他们在上次选举中的失败。,The scandal certainly contributed to the defeat at the last election., 飞涨的地价是造成住房建筑成本高的原因之一。,Soaring land prices contribute to the high cost of housing., 先进的技术直接促成了城市的过度发展。,Advanced technology has directly contributed to the excessive growth of cities.,*contributing factor,one of the things that causes something 促成因素,超速是许多公路交通事故的诱因之一。,Speeding is a contributing factor in many road accidents.,Language Points,Language Points,8. *mosaic,something that consists of a combination of different things or people 马赛克般的东西，拼凑而成的东西 (line 7, para. 8), 安大略的多元文化正等着欢迎您的到来。,Ontarios cultural mosaic is waiting to welcome you., 当今的美国青年是由肤色，年龄，处世态度各异的青 年拼凑而成的一代。,Todays American youth is a mosaic of many colors, ages and attitudes.,*mosaic,a pattern or picture made of many small colored pieces of stone, glass etc. 马赛克；镶嵌图案；镶嵌画,a Roman mosaic floor,罗马式的马赛克地板,9. rite of passage,a ceremony or event that marks an important stage in someones life, for example becoming an adult “人生新 阶段”仪式（如成人仪式）（line 1, para. 11）,Language Points,Language Points,10. catch up with,go faster or improve so as to reach the same standard or rate as someone or something 赶上，与并驾齐驱 （line 3, para. 11）, 你如果快点，应该能在桥边赶上他们。,If you hurry, you should catch up with them at the bridge., 他漏了很多课，要想赶上将很困难。,Hes missed so much school that hes going to find it hard to catch up., 为了与通货膨胀保持同一水平，加薪的压力增大了。,Pressure grew for salaries to catch up with inflation.,Language Points,*catch up with,do sth that should have been done 补做；赶着做,员工们都在努力赶着把积压的工作做完。,Staff are trying to catch up with the backlog.,Keys,. READING COMPREHENSION,1.C 2.D 3.A 4.B 5.B 6.D 7.A 8.D 9.C 10.A,. VOCABULARY,A. 1.C 2.B 3.D 4.A 5.B 6.A 7.C 8.B 9.D 10.C,B. 1.whipping up 2.bought forth 3.reinforced 4.mosaic 5.persistent 6.intensify 7.persuasive 8.tremendous 9.caught up with 10.tactics,. CLOZE,1.C 2.D 3.A 4.B 5.B 6.A 7.D 8.C 9.C 10.B,Keys,.TRANSLATION,1每场战争都有自己的歌曲来唤起人们的爱国热情或者 如在越南战争中鼓励人们反战。,2改词是把一首人们喜爱或者对他们具有特殊意义或感 情色彩的歌曲填上新词，希望把这种喜爱、意义或感情色 彩带到正在传播的新观念中。通常这种方法很奏效。,3结果一些社团和全国性团体向电台或电视台施加压力 让他们禁播这些演员的节目。这些 指控也促使负责广播业 的监管机构联邦通讯委员会开始进行调查。,Keys,4这是否意味着在广播电台或电视台播放的歌曲中不允 许出现那些在新闻或体育节目中禁止出现的语言和观念？ 或者这是否意味着电台或电视台应该承认不同的交流或娱 乐形式，或是为不同听众设计的节目，在语言和观念上应 该具有不同的标准？,5一位作者指出流行音乐也成了女孩子们成熟的标志。 在同龄男孩子成长为像女孩子那样 成熟并能较容易地与女 孩子建立朋友关系之前，少年歌星可能会成为不会对女孩 子形成威胁的男友的替身。,Keys,.ORAL PRACTICE AND DISCUSSION,How was music used during World War II and during the Vietnam War?,During world war ，many songs helped arouse the patriotic fervor and mobilized thousands and thousands of American youngsters to go to the war, and many of them devoted their youth or even lives to it. During the Vietnam War songs encouraged people to protest against it.,Keys,2. Describe peacetime uses of music.,In peace time music ha