大学英语1（思政智慧版）

李军胜

目录

  • 1 Unit 1 Fresh start
    • 1.1 Contents
    • 1.2 课程思政讨论Group talk and critical thinking in terms of Ideological and Political Education
    • 1.3 New words and expressions
    • 1.4 Text analysis 1
    • 1.5 Text analysis 2
    • 1.6 Writing skills
    • 1.7 English listening and viewing practice
    • 1.8 Extended reading
    • 1.9 Self-study of Text B
  • 2 Unit 2 Loving parents， loving children
    • 2.1 Contents
    • 2.2 课程思政讨论Group talk and critical thinking in terms of Ideological and Political Education
    • 2.3 New words and expressions
    • 2.4 Text analysis 1
    • 2.5 Text analysis 2
    • 2.6 Writing skills
    • 2.7 English listening and viewing practice
    • 2.8 Extended reading
    • 2.9 Self-study of Text B
  • 3 Unit 3 Digital campus
    • 3.1 Contents
    • 3.2 课程思政讨论Group talk and critical thinking in terms of Ideological and Political Education
    • 3.3 New words and expressions
    • 3.4 Text analysis 1
    • 3.5 Text analysis 2
    • 3.6 Writing skills
    • 3.7 English listening and viewing practice
    • 3.8 Extended reading
    • 3.9 Self-study of Text B
  • 4 Unit 4 Heroes of our time
    • 4.1 Contents
    • 4.2 课程思政讨论Group talk and critical thinking in terms of Ideological and Political Education
    • 4.3 New words and expressions
    • 4.4 Text analysis 1
    • 4.5 Text analysis 2
    • 4.6 Writing skills
    • 4.7 English listening and viewing practice
    • 4.8 Extended reading
    • 4.9 Self-study of Text B
  • 5 Unit 5 Winning is not everything
    • 5.1 Contents
    • 5.2 课程思政讨论Group talk and critical thinking in terms of Ideological and Political Education
    • 5.3 New words and expressions
    • 5.4 Text analysis 1
    • 5.5 Text analysis 2
    • 5.6 Writing skills
    • 5.7 English listening and viewing practice
    • 5.8 Extended reading
    • 5.9 Self-study of Text B
  • 6 Unit 6 Earn as you learn
    • 6.1 Contents
    • 6.2 课程思政讨论Group talk and critical thinking in terms of Ideological and Political Education
    • 6.3 New words and expressions
    • 6.4 Text analysis 1
    • 6.5 Text analysis 2
    • 6.6 Writing skills
    • 6.7 English listening and viewing practice
    • 6.8 Extended reading
    • 6.9 Self-study of Text B
  • 7 College English Daily  Reading and Training
    • 7.1 Reading practice
    • 7.2 Reading ability training
    • 7.3 Reading material 1
    • 7.4 Reading material 2
    • 7.5 Reading material 3
    • 7.6 Reading material 4
    • 7.7 Reading material 5
    • 7.8 Reading material 6
    • 7.9 Reading material 7
  • 8 Teaching references
    • 8.1 Keys to Reading and Writing Course
    • 8.2 Keys to Listening and Viewing Course
  • 9 Questionnaire
    • 9.1 Questionnaire for students
Text analysis 1

|| Task 1 |||| 视频学习

★ Text analysis 1

Working in a future education college.mp4




|| Task 2 ||||课文录音、原文及参考译文（预习para.1-4）

课文录音1


原文

  To work or not to work-That is the question

1 There are numerous and reliable ways by which one can measure the impact of employment on student achievement and we used several in our research. We compared the grades of students who work a great deal with those who work in limited amounts or not at all. We also contrasted workers with non-workers on different indicators of their commitment to education. Additionally we followed students over time as they increased or decreased their work hours and we assessed how different patterns of employment altered school performance and engagement.

2 We have simplified and classified the data and the results are clear: The stakes are high. A heavy commitment to a part-time job during the academic year say working 20 hours per week or more undermines and significantly interferes with school achievement and commitment. Overall our study offers proof that students who worked more than 20 hours weekly were not comparable to their classmates. They earned lower grades spent less time on homework cut class more often and cheated more frequently. And they reported lower levels of commitment to school and more modest educational aspirations.

3 On the other hand we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. Nevertheless given that half of all employed seniors about one-third of all juniors and about one-fifth of all second-year students work above the 20-hourlimit indications are that a large number of students are at risk of compromising their school careers with their part-time jobs.

4 Whereas it is true that more disengaged students are more likely to work long hours to begin with it appears that working makes a marginal situation worse. In other words over time the more students work the less committed to school they become. When students withdraw from the labor force or cut back on their work hours however the results are striking: Their interest in school is generated anew. This then is good news: The negative effects of working on schooling are not permanent.

参考译文

                打工还是不打工——这是个问题

1 要衡量工作经历对学生成就的影响有许多可靠的方法。在我们的研究中，我们采用了几种方法。我们比较了打很多工的学生和打工时间有限或者根本不打工的学生的学习成绩。我们也对比了打工学生和不打工学生在学习投入程度方面的不同指征。另外，我们长期跟踪学生，了解他们在打工时间增加或减少时的表现。而且，我们还评估了不同的打工模式如何改变学习成绩和学习参与度。

2 我们把数据加以简化和归类，得出的结论很明确：学生打工付出的代价很大。在学年中花过多精力兼职打工，比如，一周打工20个小时或更长时间，会影响和严重干扰学习成绩和学习投入程度。总的来说，我们的研究证明，每周打工超过20个小时的学生学习成绩不及班上其他同学。他们的分数更低，花在作业上的时间更少，逃课更频繁，作弊更常见。而且据反映，他们的学习投入程度较低，学习志向也不够远大。

3 但是，我们也发现了另外一种不同的模式。每周打工大约10个小时或更少的时间对学习成绩似乎没有持续的影响。不过，鉴于一半的大四打工学生、约三分之一的大三打工学生以及约五分之一的大二打工学生的打工时间都超过20个小时的上限，由此表明，有很多学生面临因打工而危及学业的风险。

4 虽说一开始确实是学习兴趣不大的学生更容易长时间地打工，但是打工看起来会让他们原本勉强的学习状况变得更糟。换言之，随着时间的推移，学生打工时间越长，他们对学习的投入就越少。但是，当学生退出打工队伍或者减少打工时间后，结果也引人注目：他们对学习的兴趣被重新激发起来。所以，这是个好消息，即打工对学习的负面影响并非是永久性的。

|| Task 3 ||||在线作业