Section A

1. Unit Eight Section A There’s a Lot More to Life than a Job

2. Teaching Objectives 1. Enlarge vocabulary 2. To understand the importance of active attitude towards life. 3. Learn to read for main ideas 4. Word building: the suffixes –ward(s) are added to nouns to form adverbs with the meaning of “toward a prticular direction or place”.

3. Background Information • Humanities In the context of the reading passage, humanities refers to a broad academic discipline concerned with how people throughout history have expressed, confronted, and understood the complexities of the human condition. It includes such areas of study as Philosophy, Literature, Religion, Art, etc.

4. Background Information 2. Education (1) Education in the United States is usually divided into 4 levels. In general, these are  kindergarten or pre-school, elementary, secondary, and higher education. The first level is early childhood education. Its purpose is to prepare children for school. The second level is elementary education. Education at this level is divided into 6 or 8 grades. And students can attend all kinds of courses. The third level is secondary education. It is for junior or senior high school students.

5. Background Information 2. Education (2) Some students prepare themselves to go to college, while others take vocational or technical courses to prepare for jobs after graduation. There are many institutions of higher education in the U.S. Students at technical institutes can receive an associate degree after they finish a 2-year program. Then they can continue their study at a 4-year college.

6. Background Information 3. Oscar Wilde Oscar Wilde (1854-1900), the son of an eminent Dublin surgeon, was among the outstanding Victorian dramatists. He is renowned for a brilliant series of domestic comedies—Lady Windermere’s Fan (1892), A Woman of No Importance (1893), and An Ideal Husband (1894).

7. Background Information 4. Richard Wagner Richard Wagner (1813-1883) is a famous German composer and writer. As a composer, he is well-known for his 13 operas and numerous other compositions. Besides his activity in composition, Wagner wrote an astonishing number of books and articles, ranging from theories of opera to political programs. Richard Wagner was undoubtedly one of the leading figures of the 19th century. He inspired not only musicians and composers but also leaders in many fields.

8. Background Information Discussion What is “quality of life” and how can it be improved? • what do you think education should prepare students for?

9. Warming-up Activities Questions & Answers • What can be concluded from the survey responses from over 188,000 students?. 2. What importance do students attach to developing a meaningful philosophy of life? 3. What do most people between 30 and 50 finally become aware of? 4. According to the text, what is the duty of educational institutions?

10. Warming-up Activities 5. What is the implication of the cartoon mentioned in the text?

11. Vocabulary and Structure (1). to recall the regret 回忆/想起惋惜之情 e.g. Every time she relives that distant event in mind, she could not refrain from recalling the regret, “If only I knew then what I know today.” 每当她在脑海里重温那件相隔已久的往事时，都情不自禁地想起惋惜之情：“早知今日，悔不当初。” (2). to hold little value 毫无价值 e.g. If a person always thinks of and lives for himself, then his life holds little value. 如果一个人总是想着自己，为自己活着，那么他的人生就毫无价值。

12. (3). to be well off 富有 e.g. In the present society, some people have tried every means to get inancially well off, but they are spiritually poor. 在当今社会，一些人千方百计在经济上富裕， 而他们的精神世界却是贫穷的。 (4). to be at a low 处于低潮 e.g. Although the research work is at a low, they have never given it up, for they firmly believe that through joint efforts they are sure to succeed. 尽管研究工作处于低谷，但大家都没有放弃，因为他们坚信通过共同的努力，他们一定会取得成功。

13. (5). to be way up 迅速上升/增加 e.g. Having been fluctuating for a long time, the opening price of this stock is way up now. 经过长时间的徘徊之后，这家股票的开盘价现在迅速攀升。 (6). to tremble to think 一想到······就不寒而栗 e.g. We tremble to think that a person with higher education was so cruel as to kill several innocent classmates of his. 一想到一个接受高等教育的人如此残暴竟然杀害了数名无辜的同学，我们就不寒而栗。

14. (7). to arrive at a conclusion 得出结论 e.g. Never arrive at a conclusion in haste until you have made further investigation and deeper analysis. 在没有深入地调查和分析之前，千万不要匆忙地得出结论。 (8). to be meant to do sth. 应该做某事 e.g. School education is not just meant to help students acquire knowledge from textbooks but to develop their all-around abilities as well. 学校教育不应该只是帮助学生学习书本知识，还应该培养他们的综合能力。

15. (9). to have the insight that… 深刻领悟到······ e.g. Only when the college students go out of the ivory tower will they have the insight that their knowledge is far from adequate to the needs of society. 只有当大学生走出象牙塔才会悟出，他们的 知识根本不能满足社会的需求。

16. (10) to have a perspective on sth. 对······有透彻的理解 e.g. Only after experiencing hardships and setbacks can one have a perspective on the true meaning of life. 只有经历了困难和挫折之后，一个人才能 对人生的真正含义有透彻的理解。

17. (11). beyond the confines of 在 ······ 的限制 之外 e.g. It is against reason to define as pseudo- science whatever is beyond the confines of human knowledge. 把任何超越人类知识范畴的事物统统界定为 伪科学是没有道理的。

18. (12). to render service to sb. 为······服务/效劳 e.g. It is a great honor for the army-men to be able to render service to the national security and economic construction. 对军人而言，能够为国家的安全和经济建设 服务是他们极大的荣耀。

19. (13). to prepare the way for 为······扫清障碍 e.g. The five principles of peaceful co- existence have prepared the way for the establishment of friendly relationship among countries. 和平共处的五项基本原则为国家间建立友 好关系扫清了障碍。

20. (14). far removed from 超越······ ，远离······ e.g. A large-scale publicity program has been conducted among teenagers to ensure that they will be far removed from drugs. 在青少年中已经开展了大规模的宣传活动以 确保他们远离毒品。

21. (15). to see the connections between things 看到事物之间的联系 e.g. A short-sighted person tends to be conservative, thereby failing to see the connections between things. 目光短浅的人往往固步自封，从而看不到事物之间的联系。 (16). to see beyond one’s immediate needs 超越眼前的需求 e.g. Modern college education should be far-sighted and able to see beyond the immediate needs of the society. 现代高等教育应该具有前瞻性，超越眼前的社会需求。

22. (17). to drive sb. out of business 使某人破产/倒闭 e.g. Poor operation and old-fashioned concept of management eventually drove the company out of business. 经营不善和落后的管理理念最终使这个公司走上了破产的绝路。 (18) in the long run 从长远的观点看 e.g. This new policy may sacrifice some people’s short-term interests, but in the long run, it helps ensure a sustainable development for agriculture. 这项新决策也许会牺牲某些人的短期利益，但从长远的观点看，有助于确保农业的可持续性发展。

23. (19). to distinguish right from wrong 明辨是非 e.g. Some people with higher education are still unable to distinguish right from wrong. 一些受过高等教育的人仍然不能明辨是非。 (20) if only引导的虚拟语气 e.g. If only he had taken my advice years ago.

24. Text Analysis What is the text mainly about? Should schools simply prepare students for a job, or is there more to life? This is the central issue being discussed in the passage. A survey revealing young people’s attitudes to life reminds the author of his regret, and makes him reflect upon the whole educational system. In fact, educators should not only satisfy students’ desire for career success, but also help them form right outlook on life and see beyond their immediate needs.

25. How is the text organized?(1) The passage, which is a typical argumentation, consists of three parts: part one, serving as an introduction, poses the question of whether education can prepare students both for a job and for career success;

26. How is the text organized?(2) part two, with facts and reasons, illustrates what is the most important thing in life, thus clarifying the principle of education; part three, by quoting from Oscar Wilde, suggests the right attitude we should hold towards life and jobs.

27. The long-standing mistaken idea on life(Paras. 1-9) The true meaning of life(Paras. 10-17) The educators’ duty to their students (Paras. 18-19)

28. Text Analysis Part I (Paras. 1-9) The long-standing mistaken idea on life Starting with a saying and a survey, the author introduces the phenomenon concerning today’s young people: Their major objective is to be financially well off, thus naturally leading the readers to the question:Is there any more to life than a job?

29. Text Analysis • PartII (Paras. 10-17) The true meaning of life Based on adequate facts and reasons, the author strengthens his argument: We should educate people for life as well as for a career. This is a commonly used writing technique to support an argument.

30. Text Analysis Part III (Paras. 18-19)The educators’ duty to their students By quoting from Oscar Wilde, the author points out the way our education should be conducted and then puts forward the solution: We should prepare the students both for a job and for career success, for there’s lot more to life than a job.

31. Vocabulary Test Each of the following sentences is provided with four choices. Choose the one that best complete the sentence. 1. Everybody __ in the hall where they were welcomed by the secretary. A. assembled B. accumulated C. piled D. joined 2. It is said that the Maths teacher seems ___towards bright students. A. partial B. beneficial C. preferable D. liable A A

32. Vocabulary Test A 3. Please __ yourself to the subject under discussion. A. confine B. control C. restrain D. strict 4. Franklin’s ability to learn from observations and experience greatly __ to his success in public life. A. owed B. contributed C. attached D. related B

33. Vocabulary Test C 5. When we fill in a form, we will usually write down our name, address, __ etc. A. job B. employment C. occupation D. profession 6. American boys and girls, with __ and part-time jobs now have an annual purchasing power of four billion dollars. A. wages B. salaries C. incomes D. allowances D

34. Vocabulary Test 7. Only a selected number of landladies in the neighborhood have been allowed by the university to take in __ . A. residents B. inhabitants C. lodgers D. settlers 8. Persecution in the life only ____the black more determined and more active. A. rendered B. caused C. allowed D. granted C A

35. Vocabulary Test A 9. In real life it is not as easy as in films to ____ good from evil. A. distinguish B. dignify C. define D. detect 10. After a long negotiation at last ____ at a satisfying agreement. A. reached B. got C. arrived D. came C

36. Assignment: 1: To Review the Language Points 2: Preview “Section B of Unit 8”, including reading skills, the passage and the related exercises. 3:To do the relevant exercises in section A