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)
  • 8 四级作文
    • 8.1 考前复习
Reading 2
  • 1 Text
  • 2 Translation
  • 3 Additional W...

Growing Chinese Interest in Overseas Education

 

“If I want to enter a university like Tsinghua or Beida, I have to pay too much attention to the Gaokao (the college entrance exam). I’d like to have more fun and diverse experiences at high school, which I can talk about for the rest of my life.” 

– Yang Dongdong, a 16-year-old boy in a top class in a Chongqing

high school, who is electing to go abroad for college.

 

1 According to the Chinese Ministry of Education, the number of Chinese students who studied abroad increased by 17.7% from 2011 to 2012; a total of 399,600 Chinese students went to study abroad last year. The US is certainly benefitting from Chinese students’ study abroad ambitions: according to the IIE’s Open Doors 2012 report, Chinese enrolments went up by 23% in 2011/12 (and by 31% at the undergraduate level) over the previous year. Many other countries are working hard to increase their share of Chinese students. China Daily reports that the University of Sydney is now accepting the Gaokao as an application credential.

 

2 Especially alluring to overseas higher education institutions is the trend towards Chinese students becoming more self-funded. According to China Daily, the Chinese Ministry of Education reports that about 380,000 of the nearly 400,000 Chinese students overseas in 2012 were self-sponsored.

 

But what about jobs upon return?

3 But with all the excitement there is also fear. Press reports say there exists a new demographic in China — the “ant tribe”:

 

4 “This group contains over three million people, all of whom have plenty of college education but very little income, according to a study published in the journal Asian Social Science. They live crammed into tiny quarters, often with only 10 square meters of space per person, the study reports.”

 

5 One might ask, with the Chinese economy still vigorous (if evolving), how can such a phenomenon as the ant tribe be growing? Says Winston Wenyan Ma, a World Economic Forum blogger:

 

6 “… China’s existing economic model … is heavy on trade (import/export) and investment (infrastructure) yet slow to produce white-collar jobs.”

 

7 Some local education experts are saying that Chinese vocational schools are producing graduates that are faring at least as well, if not better, than many Chinese returning from study abroad. For example, according to the Shanghai Municipal Education Commission, 97.93% of last year’s 39,834 students who graduated from the city’s 86 vocational schools had found a job upon graduation. Moreover, half of them earn an average monthly salary of 3,000 – 4,000 yuan in their first year.

 

8 That said, many China watchers have opined that this is a transition time for China’s economy: that it must move from a heavy manufacturing emphasis to one more in line with a “knowledge economy” model. Such a transition would, by extension, create more jobs for “white-collar” educated Chinese students returning from study abroad.

 

9 Despite skepticism among some Chinese education experts about whether a foreign education — particularly one gained in the US — gives Chinese students a competitive edge, Chinese parents are for now convinced that it does.