23级大学英语II-全新版大学进阶英语综合教程2（外教社）

薛美薇

目录

  • 1 Unit 1 Living Green
    • 1.1 Teaching Goals
    • 1.2 Openner
      • 1.2.1 Background Information
        • 1.2.1.1 Culture
        • 1.2.1.2 Video Clip
      • 1.2.2 Getting Prepared
    • 1.3 Text Analysis
      • 1.3.1 Text Scripts
        • 1.3.1.1 Read the Text
      • 1.3.2 Language Focus
        • 1.3.2.1 Read the New Words
        • 1.3.2.2 Read the Text
        • 1.3.2.3 Usage
          • 1.3.2.3.1 1.2 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
          • 1.3.2.3.2 Cloze
        • 1.3.2.4 1.1 Fill in the blanks with   words or phrases from the box below.Change the from where necessary.
      • 1.3.3 Text with Translation
      • 1.3.4 Key to Exercises
    • 1.4 Reading 1
      • 1.4.1 Reading Comprehension
        • 1.4.1.1 section A
        • 1.4.1.2 section B
        • 1.4.1.3 section C
    • 1.5 Reading 2
    • 1.6 Viewing &Listening
    • 1.7 Writing
  • 2 Unit 2 Tales of True Love
    • 2.1 Teaching Goals
    • 2.2 Openner
      • 2.2.1 Background Information
        • 2.2.1.1 Culture
        • 2.2.1.2 Video Clip
      • 2.2.2 Getting Prepared
    • 2.3 Text Analysis
      • 2.3.1 Text Scripts
        • 2.3.1.1 Read the New Words
      • 2.3.2 Language Focus
        • 2.3.2.1 1.1 Fill in the blanks with   words or phrases from the box below.Change the from where necessary.
        • 2.3.2.2 1.2 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
        • 2.3.2.3 1.3 Complete each of the following sentences after the model with the word or phrase in brackets Make changes or additions where necessary.
        • 2.3.2.4 Usage
        • 2.3.2.5 Cloze
      • 2.3.3 Text with Translation
      • 2.3.4 Key to Exercises
    • 2.4 Readig 1
    • 2.5 Reading 2
    • 2.6 Viewing &Listening
    • 2.7 Writing
  • 3 Unit 3 Friendship
    • 3.1 Teaching Goals
    • 3.2 Opener
      • 3.2.1 Background Information
        • 3.2.1.1 Culture
        • 3.2.1.2 Video Clip
      • 3.2.2 Getting Prepared
    • 3.3 Text Analysis
      • 3.3.1 Text Scripts
        • 3.3.1.1 Read the New Words
        • 3.3.1.2 Read the Text
      • 3.3.2 Focusing on Language in Context
        • 3.3.2.1 1.1Fill in the blanks with words or phrases from the box below. Change the form where necessary.
        • 3.3.2.2 1.2 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
        • 3.3.2.3 1.3 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
        • 3.3.2.4 Word Formation
          • 3.3.2.4.1 2.1 Change the following words into new ones with proper prefixes
          • 3.3.2.4.2 2.2 Complete each of the following sentences with one of the words we have just formed with aprefix.
        • 3.3.2.5 Cloze
    • 3.4 Reading 1
    • 3.5 Reading 2
    • 3.6 Viewing &Listening
    • 3.7 Writing
  • 4 Unit 4 Study Abroad
    • 4.1 Sources of The Text
    • 4.2 Opener
      • 4.2.1 Background Information
        • 4.2.1.1 Culture
          • 4.2.1.1.1 Video Clip
      • 4.2.2 Getting Prepared
    • 4.3 Text Analysis
      • 4.3.1 Text Scripts
        • 4.3.1.1 Read the New Words
        • 4.3.1.2 Read the Text
      • 4.3.2 Focusing on Language in Context
        • 4.3.2.1 1.1Fill in the blanks with words or phrases from the box below. Change the form where necessary.
        • 4.3.2.2 1.2 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
        • 4.3.2.3 1.3 Complete each of the following sentences after the model with the word or phrase in brackets Make changes or additions where necessary.
        • 4.3.2.4 Cloze
      • 4.3.3 Reading Comprehension
        • 4.3.3.1 Section A/B/C
    • 4.4 Reading 1
    • 4.5 Reading 2
    • 4.6 Viewing &Listening
    • 4.7 Writing
  • 5 Unit 5 Pioneers of Flight
    • 5.1 Teachng Goals
    • 5.2 Opener
      • 5.2.1 Background Information
        • 5.2.1.1 Culture
        • 5.2.1.2 Video Clip
      • 5.2.2 Getting Prepared
    • 5.3 Text Analysis
      • 5.3.1 Read the New Words
      • 5.3.2 Read the Text
      • 5.3.3 Focusing on Language in Context
        • 5.3.3.1 1.1Fill in the blanks with words or phrases from the box below. Change the form where necessary.
        • 5.3.3.2 1.2 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
        • 5.3.3.3 1.3 Complete each of the following sentences after the model with the word or phrase in brackets Make changes or additions where necessary.
      • 5.3.4 Cloze
      • 5.3.5 Reading Comprehension
        • 5.3.5.1 Section A/B/C
    • 5.4 Reading 1
    • 5.5 Reading 2
    • 5.6 Viewing & Listening
    • 5.7 Writing
  • 6 Unit 6 Maker Movement
    • 6.1 Unit 6 Maker Movement in China
      • 6.1.1 Read the New Words
      • 6.1.2 Read the Text
      • 6.1.3 Culture
      • 6.1.4 Video Clip
      • 6.1.5 Focusing on Language in Context
        • 6.1.5.1 1.1 Fill in the blanks with words or phrases from the box below. Change the form where necessary.
        • 6.1.5.2 1.2 Replace the underlined part in each of the following sentences with a word or phrase from the box below.Write your answer in the brackets.Make change or additions where necessary.
        • 6.1.5.3 1.3 Complete each of the following sentences after the model with the word or phrase in brackets Make changes or additions where necessary.
      • 6.1.6 Word Formation
      • 6.1.7 Cloze
      • 6.1.8 Reading Comprehension
        • 6.1.8.1 Section A/B/C
  • 7 Model Test
    • 7.1 CET-4 Model Test One
      • 7.1.1 CET-4 Model Test (1)
      • 7.1.2 CET-4 Model Test (2)
Reading 1
  • 1 Text
  • 2 Translation
  • 3 Additional W...

Studying Abroad: Making the Experience Count

William Ham Bevan

 

1 Attending a foreign university for all or part of your degree may make sense on financial and academic grounds, but there are other benefits to be gained. In terms of personal development, few experiences can have such a positive impact as living in a foreign country and getting to grips with a different educational culture.

 

2 Often the cultural differences begin in the classroom, as Dave Richardson discovered. Originally from Carlisle, the 24-year-old is now in the fourth year of a BBA Hons (Bachelor of Business Administration) of Management at Lancaster University Management School. Students on the “study abroad” version of the course go to a top North American, Australasian or Asian university for their second year, before taking on a managerial work placement in their third. Richardson, who ended up at the Schulich School of Business at York University, Toronto, found the Canadian teaching methods both stimulating and daunting.

 

3 “It was a completely different style of learning, and very much focused on class participation,” he says. “There were no ‘mug and jug’ style lectures and a percentage of our marks were given for what we contributed in class. Having a British accent meant that as soon as I opened my mouth, everyone would turn to look at me, so I had to be sure what I said was right!”

 

4 On commencing her degree in arts and culture at the University of Maastricht, Danielle Older, 23, also faced a totally different educational culture. Dutch universities are a popular choice with British undergraduates — not only due to the increasing range of courses taught in English, low fees and proximity to the UK, but also because of their pioneering “problem-based learning” methods. “We have small groups of just 14 to 15, and my class changes every eight weeks,” says Older. “The teaching standard is incredibly high.”

 

5 Older believes she has also benefited from the cosmopolitan makeup of the student body. “In my classes there are Lithuanians, Latvians, Hungarians, people from Belarus — it’s so diverse. I don’t think there is any university in the UK that would have such a mix of people in one room. With the topics I’m studying, such as philosophy and sociology, it makes for some fascinating conversation and debate.”

 

6 Away from the campus, it’s advisable to immerse yourself in the culture. According to Lizzie Fane, founder of ThirdYearAbroad.com — an advice website for those studying overseas — students should try to become locals. “For instance, if you’re in Italy, don’t habitually buy your favorite breakfast cereal if you see everyone else is going to the local bar in the morning and standing up to drink an espresso. Do as they do, and have that as your breakfast instead. It’s about adapting your way of life to your surroundings.”

 

7 Another advantage that should not be taken for granted is the chance to explore your host country or continent, according to Lee Miller, manager of Study Overseas UK, a consultancy that helps prospective students find places in foreign universities. He says: “Being able to combine your education with out-of-term tourist trips is a huge add-on. For example, if you are studying at Macquarie University in Sydney, you can easily plan a day trip to the Blue Mountains or a short flight up to Bryon Bay on the Gold Coast.”

 

8 From his base in Toronto, Dave Richardson took full advantage of the opportunities to discover more of the continent. “I went to Niagara Falls, Montreal, Vancouver and then down the West Coast of America,” he says. “When else would you have the chance to do all that?”

 

9 And being well travelled leaves more than good memories — it can lend graduates an edge in the workplace. After his year abroad, Richardson went on to spend his third year as a marketing intern at Dow Jones in London. “Being familiar with the North American lifestyle and work ethic was a big advantage,” he says. “I was dealing with people from the US on a day-to-day basis. We had common ground, and I knew how they would react to things.”

 

10 Perhaps the most important advantage of having lived and studied in another country is that it demonstrates a sense of initiative and independence, which is bound to help you stand out after university.

 

11 “The range of skills you pick up is amazing,” says Fane. “You get to understand another culture and its bureaucracy, you become more independent and motivated, and your self-confidence grows. When it comes to finding a job, all these skills are valuable to employers.”