全新版大学英语III教学安排 2015年学生版

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全新版大学英语3电子教案

课程名称：全新版大学英语（第三册）教学目标：1. 培养学生的英语阅读、听力、口语和写作能力。

2. 提高学生的英语语言运用能力，使其能够适应大学英语四、六级考试的要求。

3. 增强学生的跨文化交际意识，拓宽国际视野。

教学对象：大学英语三年级学生教学课时：16课时教学内容：第一单元：Changes in the Way We Live教学目标：1. 理解文章主旨，掌握作者对生活方式变化的看法。

2. 领悟作者在文章中使用的各种写作技巧，如比较与对比、主题句加细节句、过渡词等。

3. 掌握文章中的关键语言点和语法结构。

4. 通过阅读、听力、口语和写作活动，加深对单元主题的理解。

教学过程：第一课时（Pre-reading）1. 导入新课：通过展示生活方式变化的相关图片或视频，激发学生的学习兴趣。

2. 预测：让学生根据图片或视频内容，预测文章可能涉及的主题和内容。

3. 预习：引导学生预习课文，了解文章大意。

第二课时（While-reading Part I）1. 阅读课文，了解文章结构。

2. 分析文章中的写作技巧，如比较与对比、主题句加细节句、过渡词等。

3. 学习文章中的关键语言点和语法结构。

第三课时（While-reading Part II-III）1. 继续阅读课文，加深对文章主题的理解。

2. 分析文章中的写作技巧，如比较与对比、主题句加细节句、过渡词等。

3. 学习文章中的关键语言点和语法结构。

第四课时（Post-reading）1. 比较与对比：引导学生对比文章中提到的不同生活方式，分析其优缺点。

2. 写作：让学生根据文章内容，写一篇关于生活方式变化的短文。

第二单元：Active Reading教学目标：1. 理解文章主旨，掌握作者对大学生活的描述。

2. 学习作者在文章中使用的写作技巧，如情景描写、人物刻画等。

3. 掌握文章中的关键语言点和语法结构。

4. 通过阅读、听力、口语和写作活动，加深对单元主题的理解。

全新版大学英语综合教程第三册教案-Unit-2

Unit 2Civil Right HeroesⅠ. Teaching Plan&Students will be able to:1.understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad);2.learn to use library resources and other resources for information;3.grasp the key language points and grammatical structures in the text;4.[5.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Principles: stimulating, motivating, facilitating, enablingTask–based:reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, investigating, searching for resources, case studying, presentingand demonstrating, deducting, inducting, etc.<1. T asks Ss the following questions on the recording: (5 minutes)—What are the special contributions of Abraham, John and Martin to the Americans (They all advocated black civil rights.)—How did they die (They were all assassinated.)2. Knowledge of American geography (10 minutes)1)、2)T brings a map of the USA to class, hangs it in the front of the classroom.3)T explains that the USA was divided after the Abolition Act (废除黑奴制法案): the NorthernStates supported it, while the Southern States disapproved of it.4)T circles out the Southern States (Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi,North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, Mississippi, South Carolina and eastern Texas) on the map.5)Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky,North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo ., Niagara River) and locate them on the map. T may invit e Ss to come up to the map and trace the Hensons’ escape route ., the last section of the text) on it.3. Knowledge of Christianity (10 minutes)1)-2)T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom inUncle Tom’s Cabin. Therefore, in black writings there are frequent references to Christianity.3)T writes down the following vocabulary items on the blackboard: the Creator, anAfrican-American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation.3)Ss self-study their meanings by reading the New Words and Expressions and Proper Namessections following the text.4) T checks Ss’ understanding and, if necessary, gives further guidance (see Text Analysis).4.Out-of-class research projects: T guides Ss through Writing Strategy, then tells them to form groupsto research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes)5.】6.Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes)1.Ss scan the text to see if there is any natural division between parts of the text. (There is a blank linebetween each part.) (2 minutes)2.T explains the key language points in Part I and gives Ss practice (see Language Study). (10minutes)1.1) Ss form groups to discuss the following questions:—Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives Who do they each represent—We learn about Henson in Part I, then why is his story delayed until the last part—Why does the author sometimes quote directly from characters in the stories？—(The answers to these questions are discussed below in Text Analysis.)'2) Some Ss group report discussion results to class (see Text Analysis). (20 minutes)2.T guides Ss through some after-text exercises. (20 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks by drawing on their out-of-class researchproject. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)—2)do the pre-reading task;3)preview Text A.Ⅱ.Text AnalysisWhen we learn a foreign language, we must also learn the culture of the speakers of that langu-age. T ext A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians.'The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad.We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text.Direct speech is more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.”On other occasions, direct speech makes a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know I’m free!” His joy affects us all.!Ⅲ. Cultural Notes1. Freedom and rights: Freedom of the individual is considered one of the essential features of westerncivilization, which is itself sometimes called the Free World. This freedom is often expressed in terms of rights to do certain things or to be treated in a particular way. When a person does something that others think strange, British and American people will often say, “It’s a free country,” meaning that although they disagree with the choice they recognize the other person’s right to make it.A mericans sometimes call the US the “land of the free”, a phrase taken from its national anthem.British people have always strongly defended their freedom. Fear that they will lose the freedom to decide their own future is behind many people’s lack of enth usiasm for European unity.In Britain and the US the most basic rights include freedom of expression ( = freedom to say or write anything), freedom of choice (=freedom to make decisions about your own life) and freedom of worship (=freedom to practice any religion).2. the civil rights movement: (in the US) the national campaign by African-Americans for equal rights,especially in the 1950s and 1960s. The campaign included boycotts ( = refusals to buy particular products), the actions of freedom riders, and in 1963 a march to Washington led by Martin Luther King.It succeeded in causing the introduction of bussing and affirmative action. The Civil Rights Act of 1964 and the Voting Rights Act of 1965 were also introduced as a result of the civil rights movement, which has helped to change the attitudes of many white Americans.]3. the Civil Rights Act of 1964: the US law that forced the southern states to allow African-Americans toenter restaurants, hotels, etc. which had been reserved for white people only and to end the practice of having separate areas for black and white people in theatres, train stations, buses, etc. The act was mostly the result of the civil rights movement and was strongly supported by President Lyndon Johnson. It was followed the next year by the Voting Rights Act.4. Uncle Tom’s Cabin: a novel (1852) by the US writer Harriet Beecher Stowe which increased support forthe movement to free slaves. It is about a kind slave called T om who is badly treated and finally killed by Simon Legr ee. T om’s daughter Little Eva also dies, and another well-known character in the novel is the slave child Topsy. The name Uncle Tom is sometimes used as an insult to describe an African-American who has too much respect for white people.5. the Underground Railroad: a secret system used in the US before the Civil War for helping thousandsof slaves to escape to the free northern states or Canada. The slaves were called “passengers”, the people who helped them were “conductors”, and the slaves hid in “stations” (safe houses) along the way. 6. Slavery: Slavery played a particularly important role in the history of the US.The first slaves were taken to North America from Africa by the Dutch in 1619. By the time of the American Revolution (1775) there were 500 000 slaves, mostly in the South. After the Revolution the northern states made slavery illegal but the South needed cheap labor for the cotton plantations.Gradually the South’s economy became dependent on slaves and by 1860, the year before the Civil War, there were about 4 million slaves.~Conflict between the North and the South increased, and it became clear that supporters and opponents of slavery could not continue to be part of the same country. In 1861 the slave states left the US and formed their own government. This was the beginning of the Civil War.After the North won the Civil War and brought the southern states back into the US, slavery was ended.But little changed for former slaves. Some moved to the North but there were not enough jobs there and many suffered prejudice from Whites. Those that stayed in the South often worked on the plantations where they had been slaves. They were paid for their work, but had to buy food and clothes. Many had to stay there trying to pay off debts which became larger each year.7. Bill Clinton (1946- ): the 42nd US President, elected in 1992 and 1996. He is a Democrat and waspreviously the governor of Arkansas. The US economy improved under Clinton, and the North American Free Trade Agreement has been signed. His successes in helping to achieve world peaceinclude the Camp David Agreement for the Near East and the Dayton Agreement to end the war in Bosnia and Herzegovina. His wife Hillary (1947- ) tried without success to improve the US health system. In 1998 President Clinton admitted that he had had a sexual relationship with Monica Lewinsky, a junior member of the White House staff, after denying it earlier. He was impeached for lying under oath and obstructing justice, but the Senate judged him not guilty.8.Quaker: any member of the Society of Friends, a religious group established in England in the 1650s byGeorge Fox. They were originally called Quakers because members were thought to “quake” or shake with religious excitement. Quakers worship Christ without any formal ceremony or fixed beliefs, and their meetings often involve silent thought or prayer. They are strongly opposed to violence and war, and are active in education and charity work.9.Grand Central Terminal: the best-known railway station in the US. It is on East 42nd Street in New York andwas completed in 1913 in the American Beaux Arts style. The main area is very large, and the trains enter and leave the station on 123 tracks, arranged on two levels. The station is often very crowded: You ca n’t move in there—it’s like Grand Central Station!10.~11.Methodist: a member of the Methodist Church, the largest of the Protestant Free Churches in Britain andthe US. It was established in 1739 by John Wesley as part of the Church of England but it became separate from it in 1795. It was introduced into the US in the 18th century and today has over 50 million members around the world. It emphasized the importance of moral issues, both personal and social.12.t he Deep South: the most southern states of the south-east US: Alabama, Florida, Georgia, Louisiana,Mississippi, South Carolina and eastern Texas. They are among the states that once had slaves and left the Union during the Civil War. They still have racial problems and the people there are mostly conservative in their politics and religion.Ⅳ. Language Study1. slender: (of people) slim; not very wide but comparatively long or high（Examples: Although her face was quite plain, she had long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet).2. settlement: a place where people have come to settleExamples: Manhattan was the site of the original Dutch settlement of New Amsterdam.These tools were found in an early Iron Age settlement.3. confident:feeling or showing trust in oneself or one’s ability (usu. followed by about/of/that clause)>Examples: Michael was confident that he would be enrolled by Harvard University.The more familiar you are with this machine, the more confident you will be about using it.The soccer team is quite confident of being able to win this important game.4. give up: abandon an attempt to do sth.Examples: He’s given up smoking since his illness.The rescue team had given up all hope of finding the two divers alive. She was workingpart-time but she suddenly gave up.5. ironically: it seems ironic (that)【Examples: Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems.Ironically it is often the poorer people who give the most.6. racial: relating to a person’s race, or to different races of peopleExamples: Slavery is closely associated with racial prejudice, the belief that one race is superior to another.Mandela was elected President in South Africa’s first multi-racial elections, held in 1994.{7. stand up (for sb./sth.): speak, work, etc. in favour of sb./sth.; support sb./sth.Examples: You have to be prepared to stand up for the things you believe in.Don’t be afraid to stand up for yourself.8. historic: famous or important in historyExamples: In his book, Churchill recalls that historic first meeting with Roosevelt.More money is needed for the preservation of historic buildings and monuments.Cf: historicalExamples: Historical people, situations, or things existed in the past and are considered to be a part of history.Many historical documents were destroyed when the library was bombed.9. site: place where a building, town, etc. was, is, or will be situatedExamples: The local governmen t hasn’t yet chosen the site for the new skyscraper..There are many archaeological sites in southern England. This monument marks the site ofthe battle.10. mission: particular task or duty undertaken by an individual or a groupExamples: Some delegates were immediately sent to Israel. Their mission was to negotiate a ceasefire.The five young people have been on a mission to help the Cambodians.11. forge: (fig) create by means of much hard work{Examples: The two countries agreed to forge closer economic ties.She forged a new career for herself as a singer.12. underground: in or into secrecy or hidingExamples: His mother took him to Hong Kong where she worked in the underground communist movement.For about thirty years the African National Congress (ANC) operated as an undergroundorganization.>13. web:network of fine threads spun by a spider or some other spinning creature; complex series ornetworkExamples: The little boy was frightened by the spider’s web in the window.Many commercial and public organizations now have their own Web site and publish a“home page”, giving information about the organization.Every day thousands of web surfers flock to this popular site, posting messages.14. liberate: set free!Examples: The new Afghan government is trying to liberate its people from poverty with international help.The troops’ aim is to liberate the country by the end of the year.15. authorize: give approval or permission for (sth.); give authority toExamples: The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power.The President requested that Congress authorize the presence of US troops in theeastern region.;He was obliged by the arguments of the Minister of Labour to authorize a 23 per centgeneral wage increase.16. exploit: brave or adventurous deed or actionExamples: The general’s wartime exploits were later made into a film and a television series.My grandfather entertained us with stories of wartime exploits.17. be intent on doing sth.: be eager and determined to do sth..Examples: Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records.18. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.) Examples: Stephen had been peering at a computer printout that made no sense at all.Hawking was a typical grind, underweight and awkward and peering through eyeglasses.19. decade: period of ten yearsExamples: Many countries were involved in Antarctic exploration during the first decades of the 20th century.{Education budgets have been increased over the last decade in China.20. on the side: as an additional job or source of income; secretlyExamples: Some teachers have to find ways of making some money on the side.In order to earn enough money to send his children to school, he makes a little moneyon the side by cleaning windows in his spare time.21. capture: capturing or being captured|Examples: Rebel forces captured the city after a week-long battle.Some of the terrorists who were involved in the event were captured by the FBI.22. close in (on / around): come near to, esp. in order to attack from several directions; surround Examples: At one time Peter took part in the capture of three thieves.The International Whaling Commission permits the capture of only 400 whales annuallyfor scientific purposes.vt. Examples: Hitler committed suicide as Soviet forces were closing in on Berlin.]Right after the suicide explosion, Israeli troops began to close in on the Palestinian city. 23. painful: causing pain; hurtingExamples: Symptoms of pneumonia include painful cough, fever, difficulty in breathing, rapid breathing and chest pain.The old photograph brought back painful memories of his childhood.24. religious: of religion》Examples: Daoism (Taoism) is one of the three main Chinese religious and philosophical traditions, the others being Confucianism and Buddhism.The local government wants to increase the amount of religious education in schools.25. conviction: firm opinion or beliefExamples: The old woman had a firm conviction that there would be a better life after death.It is her personal conviction that all corruption should be exposed and dealt withaccording to relevant laws.26. terminal: (building at the) end of a railway line, bus route, etc.; a piece of equipment, usu. consistingof a keyboard and a screen, that connects the user with a computer systemExamples: Most large airports have shops, restaurants, and banks in the terminal building, plus special lounges for departing passengers. All staff have terminals attached to the company’s main computer.27. impose: 1) place a (penalty, tax, etc.) officially on sb./ sth.Examples: The government has made a decision to impose a further tax on wines and spirits.The local government tried to impose fines on the factories which poured untreated wasteinto the river.2) try to make sb. accept (an opinion or a belief)Examples: I wouldn’t want to impose my religious convictions on anyone.It may not be wise for parents to impose their own tastes on their children.28.as for: with regard toExamples: As for your request for a free sample, we will send it to you in about ten days.Some people have complained, but as for me I’m perfectly satisfied with the work ingconditions here.29. transport: take sth. / sb. from one place to another in a vehicleExamples: Reducing the costs of transporting natural resources to production sites is one of the key factors in economic competition.Pipelines are used mainly to transport liquids or gases over long distances.30. disguise: give sb./sth. a false appearance (used in the pattern disguise sb/sth. as)Examples: She disguised herself as a man so she could fight on the battlefield.Jack escaped across the border disguised as a Catholic priest.31. abolish: end the existence of (a law, custom, system, etc.)Examples: Slavery was not finally abolished in the British Empire until 1833.Their mission is to abolish the global fur industry permanently by utilizing appropriate legaland non-violent methods.32. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you canExamples: I know it’s cold and raining but we’re here now, so let’s just make the best of it.The living conditions in the village were very poor, but we had to make the best of it.33. compel: make (sb.) do sth.; forceExamples: In the past children were frequently compelled to work from an early age.A large debt burden compelled many developing countries to undertake stabilization andadjustment policies.34. at risk: threatened by the possibility of loss, failure, etc.; in dangerExamples: It is reported that some areas in the west are at high risk of desertification.The buildings in the slum tend to be overcrowded, inadequately served by water and at riskfrom fire.35. starve: (cause a person or an animal to) suffer severely or die from hungerExamples: Some people starved to death during the long drought.Children in the developed countries are living a happy life, while many African childrenare starving.36. in the eyes of: in the opinion ofExamples: In the eyes of his students, Richard is a sensible and reliable teacher.In the eyes of my parent, I am still a young person although I am already in my thirties.37. pass for: appear like; be accepted or looked upon as (same as pass as)Examples: He speaks American English well enough to pass for an American.My younger sister really wants to go and see the film, but I don’t think she’d pass for 18.。

全新版大学英语教案第3册

一、教学目标1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）理解文章大意，提高阅读理解能力；（3）学会用英语进行描述和分析；（4）了解西方文化背景知识。

2. 能力目标：（1）提高学生的听、说、读、写能力；（2）培养学生运用英语进行思考和表达的能力；（3）增强学生的跨文化交际能力。

3. 情感目标：（1）激发学生学习英语的兴趣；（2）培养学生的自信心和团队合作精神；（3）增强学生的社会责任感和爱国情怀。

二、教学重点与难点1. 教学重点：（1）生词、短语和句型的掌握；（2）文章主旨和大意；（3）描述和分析能力。

2. 教学难点：（1）对西方文化背景知识的理解；（2）英语思维和表达能力的培养。

三、教学过程（一）导入（5分钟）1. 播放与本单元主题相关的图片或视频，激发学生的兴趣；2. 提问：What do you see? What do you think about it?（二）新课导入（10分钟）1. 教师讲解本单元的生词、短语和句型，让学生跟读并模仿；2. 学生分组讨论，用所学词汇和句型进行对话练习。

（三）阅读理解（20分钟）1. 学生阅读课文，了解文章大意；2. 教师提问，检查学生的阅读理解情况；3. 学生分享自己的阅读心得，教师点评。

（四）语法讲解（10分钟）1. 教师讲解本单元的语法点，如时态、语态等；2. 学生练习相关语法题目，教师批改并讲解。

（五）写作训练（15分钟）1. 教师讲解写作技巧，如如何描述事物、如何组织文章结构等；2. 学生根据所学内容，写一篇短文；3. 学生互评，教师点评。

（六）总结与作业布置（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点；2. 布置作业：复习本单元的生词、短语和句型，预习下一节课的内容。

四、教学反思1. 教师应根据学生的实际情况，调整教学内容和教学方法；2. 注重培养学生的英语思维和表达能力，提高学生的综合素质；3. 加强与学生之间的互动，营造良好的课堂氛围。

全新版大学进阶英语3教案

课程名称：全新版大学进阶英语3课时：2课时教学目标：1. 学生能够熟练掌握本单元的核心词汇和语法点。

2. 学生能够通过阅读、听力、口语和写作等多种方式，提高英语综合运用能力。

3. 学生能够理解并分析不同文化背景下的社会现象，培养跨文化沟通能力。

教学内容：1. 单元主题：科技与生活2. 核心词汇：technology, innovation, automation, artificial intelligence, etc.3. 语法点：现在进行时、宾语从句、条件句等。

教学过程：第一课时一、导入1. 用图片或视频展示科技产品，引导学生谈论科技对生活的影响。

2. 引导学生用英语描述图片或视频内容。

二、词汇教学1. 介绍核心词汇：technology, innovation, automation, artificial intelligence等。

2. 通过例句和练习，让学生掌握这些词汇的用法。

3. 词汇拓展：让学生运用所学词汇进行造句。

三、语法教学1. 介绍现在进行时：通过例句和练习，让学生掌握现在进行时的构成和用法。

2. 介绍宾语从句：通过例句和练习，让学生掌握宾语从句的引导词和结构。

3. 介绍条件句：通过例句和练习，让学生掌握条件句的构成和用法。

四、阅读教学1. 学生阅读课文，理解文章大意。

2. 分组讨论文章内容，总结文章要点。

3. 教师讲解文章难点，如长难句分析、词汇用法等。

五、听力教学1. 学生听录音，完成听力练习。

2. 教师讲解听力难点，如词汇、语法、文化背景等。

六、总结1. 回顾本节课所学内容，强调重点词汇和语法点。

2. 布置课后作业，巩固所学知识。

第二课时一、复习1. 回顾上一节课所学内容，检查学生对核心词汇和语法点的掌握情况。

2. 学生用所学词汇和语法点进行口头表达。

二、口语教学1. 学生分组讨论：科技对生活的影响，分享自己的观点和经历。

2. 教师引导学生运用所学词汇和语法点进行口语表达。

全新版大学英语第三册教案

Teaching Plan New Horizon College English(Book 3)新视野大学英语第三册教案Unit 1：Section A Love without LimitationsSuggested Teaching Plan (4 Periods)ObjectivesStudents will be able to:1.1. Grasp the main idea2.2. Appreciate the various techniques employed by the writer (Thedominant structure of the passage is ―problem-response-evaluation‖.The passage present three problems and each of them has its own response and evaluation.);3.3. Master the key language points and grammatical structures inthe text;4.4. Conduct a series of reading, listening, speaking and writingactivities related to the theme of the unit.Pre-reading tasksNew Words Learning1. beneath:Prep. Under; in, at or to a lower position thanExample他看起来很冷静，但内心却很愤怒。

He seemed calm, but there was a lot of anger beneath the surface.2.disguise:n. sth. that is worn to hide who one really isvt. change someone’s appearance so that people cannot recognize them.Example胡须和眼镜是他伪装的一部分。

全新版大学英语三教案

教学目标：1. 学生能够理解文章主旨，掌握文章内容。

2. 学生能够欣赏作者运用的各种写作技巧，如比较与对比、主题句和细节句、过渡词等。

3. 学生能够掌握文章中的关键语言点和语法结构。

4. 学生能够进行与主题相关的阅读、听力、口语和写作活动。

教学时间：5课时教学步骤：第一课时：一、导入1. 提问：同学们，你们认为现代社会有哪些变化？2. 引导学生思考并讨论，引出文章主题。

二、阅读前1. 让学生快速浏览文章，了解文章大意。

2. 提问：文章主要讲述了什么？三、阅读中1. 第一部分（Part I）：引导学生阅读第一部分，理解作者对孤独耐受力和精力充沛对家庭享受乡村生活的影响。

2. 第二部分（Part II）：引导学生阅读第二部分，了解作者家庭的日常生活。

3. 第三部分（Part III）：引导学生阅读第三部分，了解作者家庭在乡村生活中遇到的挑战。

4. 第四部分（Part IV）：引导学生阅读第四部分，了解作者家庭如何克服困难，享受乡村生活。

四、阅读后1. 比较与对比：引导学生对比作者家庭与城市生活的差异，以及他们在乡村生活中的快乐与挑战。

2. 总结文章主旨，强调孤独耐受力和精力充沛对家庭享受乡村生活的重要性。

第二课时：一、听力1. 播放与文章主题相关的听力材料，让学生边听边做笔记。

2. 引导学生总结听力材料的主要内容，并与文章内容进行对比。

二、口语1. 让学生分组讨论以下问题：a. 你认为现代社会有哪些变化？b. 你喜欢城市生活还是乡村生活？为什么？c. 你认为孤独耐受力和精力充沛对生活有什么影响？2. 每组选派一名代表进行发言。

三、写作1. 让学生根据文章主题，写一篇短文，内容可以包括：a. 描述你所在的城市或乡村的生活环境。

b. 分享你在城市或乡村生活中的快乐与挑战。

c. 表达你对孤独耐受力和精力充沛的看法。

2. 学生完成后，互相批改并给出建议。

第三课时：一、阅读1. 让学生阅读文章，重点关注以下内容：a. 作者如何运用比较与对比、主题句和细节句、过渡词等写作技巧。

全新教案版大学英语3教案

一、教学目标1. 知识目标：掌握本单元的核心词汇和短语，了解文章主旨大意，提高阅读理解能力。

2. 能力目标：培养学生运用英语进行口头和书面表达的能力，提高听说读写四项技能。

3. 情感目标：激发学生对英语学习的兴趣，培养学生积极向上的学习态度。

二、教学内容Unit 1: The Importance of Communication1. Section A: Text - The Importance of Communication2. Section B: Exercises - Vocabulary, Sentence Structure, Translation, Listening, Speaking & Writing Skills三、教学重点与难点1. 教学重点：（1）掌握本单元的核心词汇和短语，如：communication, barrier, bridge, understanding, etc.（2）理解文章主旨大意，把握文章结构。

（3）提高阅读理解能力，学会分析文章段落大意。

2. 教学难点：（1）培养学生运用英语进行口头和书面表达的能力。

（2）提高学生听说读写四项技能。

四、教学过程1. 导入新课（1）教师简要介绍本单元主题，激发学生学习兴趣。

（2）播放与主题相关的短视频，引导学生思考。

2. 预习新课（1）学生阅读课文，标注生词和短语。

（2）教师检查预习情况，解答学生疑问。

3. 课堂讲解（1）教师讲解课文内容，分析文章结构，引导学生理解文章主旨大意。

（2）讲解重点词汇和短语，教授相关语法知识。

（3）进行听力训练，提高学生听力理解能力。

4. 课堂练习（1）进行词汇练习，巩固学生对本单元词汇的掌握。

（2）进行句子结构练习，提高学生英语表达能力。

（3）进行翻译练习，提高学生翻译能力。

5. 口语表达（1）学生分组讨论，就课文内容进行交流。

（2）教师点评学生口语表达，指出不足，引导学生改进。

全新版大学高阶英语3教案

课时：2课时教学目标：1. 理解并掌握本单元的核心词汇和短语。

2. 能够运用所学知识进行听、说、读、写等活动。

3. 提高学生的英语综合运用能力。

教学内容：1. 词汇：本单元的核心词汇和短语。

2. 听力：理解对话和短文，获取关键信息。

3. 阅读：理解文章主旨和细节，提高阅读速度和准确性。

4. 写作：运用所学知识进行写作，提高写作能力。

教学过程：第一课时一、导入1. 回顾上节课所学内容，检查学生对上一单元知识的掌握情况。

2. 引导学生思考本节课的学习目标。

二、词汇教学1. 教师带领学生学习本单元的核心词汇和短语，包括例句和用法。

2. 学生进行词汇练习，巩固所学知识。

三、听力训练1. 学生听录音，回答问题，理解对话和短文。

2. 教师解析听力材料，讲解难点。

四、阅读理解1. 学生阅读文章，理解文章主旨和细节。

2. 教师提问，检查学生对文章的理解程度。

五、总结1. 教师总结本节课所学内容，强调重点。

2. 学生复述本节课所学知识。

第二课时一、复习1. 学生回顾上一节课所学内容，检查自己对知识的掌握情况。

2. 教师提问，检查学生对知识的理解。

二、写作训练1. 学生根据所学知识，进行写作练习。

2. 教师点评学生的写作，指出优点和不足。

三、拓展活动1. 学生进行小组讨论，分享自己的观点。

2. 教师组织学生进行角色扮演，提高学生的口语表达能力。

四、总结1. 教师总结本节课所学内容，强调重点。

2. 学生复述本节课所学知识。

教学评价：1. 课后作业：学生完成课后作业，巩固所学知识。

2. 课堂表现：观察学生在课堂上的表现，了解学生的学习情况。

3. 写作评价：评价学生的写作水平，了解学生的英语综合运用能力。

教学反思：1. 优化教学设计，提高教学效果。

2. 关注学生的学习需求，调整教学方法。

3. 提高自身的教学水平，为学生提供更好的学习体验。

全新版大学英语教材3

全新版大学英语教材3全新版大学英语教材3是一套专为大学生学习英语而设计的教材。

它以提高学生阅读、听力、口语和写作能力为目标，全面培养学生的英语语言运用能力和跨文化交际能力。

以下将分别从内容、教学方法和学习效果三个方面进行介绍。

一、内容全新版大学英语教材3的教学内容广泛且全面，包括课文、听力材料、口语练习、写作训练等多个方面。

其中，课文选取了各个领域的经典文章，涵盖了文化、科技、社会等多个主题，既能拓宽学生的知识面，又能提升他们的阅读理解能力。

此外，教材还设置了丰富的听力材料，包括英语电影、新闻节目、短对话等，帮助学生提高听力理解能力和口语表达能力。

口语练习部分注重真实对话和情境模拟，激发学生的口语表达欲望和应对能力。

写作训练则分为阅读写作和写作技巧两个方向，通过写作任务的设置和教师的指导，培养学生批判性思维和写作能力。

二、教学方法全新版大学英语教材3采用了多种教学方法，充分调动学生的学习积极性和主动性。

教材中设置了大量的任务型活动，让学生在实际情境中运用所学知识，提高实际应用能力。

同时，教材注重培养学生的听说能力，通过大量的听说练习和角色扮演，激发学生参与感，增强他们的语言交际能力。

除此之外，教材还注重培养学生的自主学习能力和跨文化交际能力。

在教材的编写过程中，强调了学生主导式的学习方式，鼓励学生通过自主学习提高英语能力。

同时，教材关注国际化和跨文化交际，通过引入跨文化主题和素材，培养学生的跨文化意识和交际策略。

三、学习效果全新版大学英语教材3在学习效果上取得了显著成果。

经过使用教材的学生在英语阅读、听力、口语和写作能力上明显提高。

教材中的任务型活动和真实情境对话，提高了学生的语言运用能力和交际能力。

学生通过写作训练，不仅提高了写作水平，还培养了批判性思维和表达能力。

此外，教材还引入了国际化和跨文化主题，增强了学生的跨文化意识和全球视野。

学生在学习过程中接触到来自不同国家和文化背景的素材，培养了他们的跨文化交际能力和世界观。

大学英语(全新版)第三册电子教案

(全新版)第三册电子教案Unit Four THE WATERY PLACEI. Teaching objectivesStudents will be able to :1.understand the main idea ( to be found in Part I) and structureof the text ( narration in time sequence);2.appreciate the difference between formal speech andinformation speech;3.grasp the key language points and grammatical structures inthe text;4.conduct a series of reading, listening, speaking, and writingactivities related to the theme of the unit.II. Text SummaryThe text tells of a stupid error which results in a discouraging thing that no extraterrestrials will ever land on the Earth. The story begins with the introduction of he character of Bart Cameron, the Sheriff at Twin Gulch, Idacho, who is a quick-tempered and impatient person. On that special day, April 14, 1956, the author sees the flying saucer. But just because of the extraterrestrials’ too formal English and Bart’s too bad mood that day, Bart Cameron misunderstands the extraterrestrials once and time again . Finally , they fly back to Venus. Therefore we课文概述文章讲述了由于一个愚蠢的错误导致再无外星人光顾地球的故事。

大学英语教程3教学设计

大学英语教程3教学设计1. 课程背景本次大学英语教程3教学设计是针对大学生的英语普及教育课程。

这是一门必修的课程，涵盖了听、说、读、写四个方面，旨在提升学生的英语综合能力。

2. 教学目标通过本次课程学习，学生将会掌握以下技能：•阅读并理解文本的核心信息•通过听力训练提高听力理解能力•用英语进行正确的表达和交流•发现并纠正自己的语言习惯问题3. 教学内容3.1 阅读阅读教学的主要目的是帮助学生提高阅读理解能力。

本节课程的主要内容包括：•阅读并理解一篇长难句的文章•辨别出文中的主旨和核心观点•学习使用英文词汇来自然地表达想法和意见3.2 听力听力教学的主要目的是帮助学生提高听力理解能力。

本节课程的主要内容包括：•听取两段短对话并回答相应的问题•听取一段长对话并回答相应的问题•听取一段演讲并提取关键信息3.3 口语口语教学的主要目的是帮助学生进行正确的英语表达。

本节课程的主要内容包括：•给出一些情境并进行口语练习•学习正确地发音和语调•学习一些常用的口语表达方式3.4 写作写作教学的主要目的是帮助学生进行正确的英文写作。

本节课程的主要内容包括：•给出一篇简短的英文文本并让学生进行翻译•讲解一些常见的英文写作错误•学习一些常见的英文写作技巧4. 教学方式本节课程将采用以下教学方式：1.课堂授课教师将会在课堂上进行讲解，并且提供一些范例或实例来帮助学生更好地理解课程内容。

2.小组互动教师将会安排小组活动，让学生们在小组内进行讨论和练习。

3.个人练习教师将会提供一些个人练习的机会，让学生可以在课下进行更深入的学习和练习。

4.作业教师将会为学生布置一些家庭作业，以巩固学生们在课堂上所学的知识和技能。

5. 教学评估本节课程的评估方式分为两部分：期中考试和期末考试。

期中考试将会涵盖听力和阅读两个方面，时长为50分钟。

期末考试将会涵盖四个方面：听力、阅读、口语和写作，时长为2小时。

考试的形式将会有选择题、填空题、翻译题等。

全新版大学英语3_教案

课时：2课时教学目标：1. 培养学生的阅读理解能力，使学生能够理解并掌握文章的主旨、段落大意和细节信息。

2. 提高学生的词汇和语法运用能力，使学生能够正确运用所学词汇和语法知识进行交流。

3. 培养学生的写作能力，使学生能够运用所学知识撰写一篇完整的短文。

教学内容：1. Unit 4 Section A：The surprising purpose of travel2. Unit 4 Section B：Traveling for a purpose教学重点：1. 理解文章主旨和段落大意。

2. 掌握并运用关键词汇和语法知识。

3. 学会撰写一篇完整的短文。

教学难点：1. 理解并分析文章中的复杂句子结构。

2. 运用恰当的词汇和语法知识进行写作。

教学过程：第一课时：一、导入1. 提问：同学们，你们喜欢旅行吗？为什么？2. 引导学生思考旅行目的，引出本文主题。

二、课文阅读1. 预习课文，了解文章大意。

2. 阅读课文，找出文章主旨、段落大意和细节信息。

3. 小组讨论：分析文章中的复杂句子结构，总结关键词汇和语法知识。

三、课堂活动1. 词汇游戏：通过游戏巩固课文中的关键词汇。

2. 句型练习：通过练习提高学生的语法运用能力。

四、课堂小结1. 总结本节课的学习内容。

2. 布置课后作业。

第二课时：一、复习导入1. 复习上一节课所学内容，提问学生关于文章主旨、段落大意和细节信息的问题。

2. 引导学生回顾关键词汇和语法知识。

二、课文阅读1. 阅读课文，找出文章主旨、段落大意和细节信息。

2. 小组讨论：分析文章中的复杂句子结构，总结关键词汇和语法知识。

三、课堂活动1. 词汇练习：通过练习巩固课文中的关键词汇。

2. 句型练习：通过练习提高学生的语法运用能力。

四、写作训练1. 根据课文内容，撰写一篇短文，要求主题明确、结构清晰、语言规范。

2. 小组互评，教师点评。

五、课堂小结1. 总结本节课的学习内容。

2. 布置课后作业。

全新版大学英语第三册教案

教学对象：大学英语本科二年级学生教学目标：1. 理解并掌握本单元的主题，即“工作与生活”；2. 掌握并运用相关词汇和语法知识；3. 培养学生的阅读理解能力和写作能力；4. 提高学生的跨文化交际意识。

教学内容：1. Unit 5 Text A：Work-Life Balance2. Unit 5 Text B：The Importance of Work-Life Balance3. 相关词汇和语法知识教学过程：一、导入1. 利用多媒体展示与工作与生活相关的图片，引导学生思考工作与生活之间的关系；2. 提问：大家认为工作与生活之间应该保持怎样的平衡？二、课文讲解1. Text A：Work-Life Balancea. 学生朗读课文，找出文章的主旨大意；b. 讲解课文中的重点词汇和语法知识；c. 分析文章的结构，让学生了解议论文的写作方法。

2. Text B：The Importance of Work-Life Balancea. 学生朗读课文，找出文章的主旨大意；b. 讲解课文中的重点词汇和语法知识；c. 分析文章的结构，让学生了解说明文的写作方法。

三、课堂活动1. 学生分组讨论：如何在工作与生活之间找到平衡？2. 每组选派代表进行发言，分享自己的观点和建议。

四、词汇和语法练习1. 词汇练习：让学生根据课文内容，选出正确的词汇填空；2. 语法练习：让学生根据课文内容，完成语法填空。

五、写作指导1. 学生根据本单元主题，撰写一篇关于工作与生活的短文；2. 教师点评学生的作文，指出优点和不足，并给予修改建议。

六、总结1. 总结本单元所学内容，强调工作与生活之间的平衡的重要性；2. 鼓励学生在日常生活中，关注自己的工作与生活，努力实现平衡。

教学评价：1. 课堂参与度：观察学生在课堂活动中的表现，评估其参与度；2. 词汇和语法掌握情况：通过课堂练习和课后作业，评估学生对词汇和语法的掌握情况；3. 写作能力：通过学生的作文，评估其写作能力；4. 跨文化交际意识：观察学生在课堂活动中的交流，评估其跨文化交际意识。

全新版大学英语三电子教案

课程名称：全新版大学英语第三册授课教师：[教师姓名]授课班级：[班级名称]授课时间：[具体日期]教学目标：1. 提高学生的英语阅读理解能力，帮助学生掌握文章的主旨和大意。

2. 培养学生的英语写作技巧，提高书面表达能力。

3. 增强学生的英语口语表达能力，提高课堂互动和交流能力。

4. 引导学生了解并掌握相关语法知识，提高英语综合运用能力。

教学重点：1. 文章主旨和大意的把握。

2. 语法知识：时态、语态、非谓语动词等。

3. 写作技巧：段落结构、论点论据的运用等。

4. 口语表达：课堂互动、小组讨论等。

教学难点：1. 复杂句型的理解和运用。

2. 写作中的逻辑性和连贯性。

3. 口语表达中的流利度和准确性。

教学过程：第一课时1. 导入新课- 利用图片、视频等方式激发学生学习兴趣。

- 复习上一课所学内容，导入本课主题。

2. 预读- 学生快速浏览课文，了解文章大意。

- 提出问题，引导学生思考。

3. 阅读理解- 学生细读课文，回答问题，加深对文章的理解。

- 教师点评学生的答案，纠正错误。

4. 语法讲解- 介绍本课涉及的语法知识，如时态、语态等。

- 通过例句和练习，帮助学生掌握语法知识。

5. 写作训练- 学生根据课文内容，完成写作练习。

- 教师点评学生的作文，指出优点和不足。

6. 课堂小结- 总结本课所学内容，强调重点和难点。

- 布置课后作业。

第二课时1. 复习上节课所学内容- 回顾课文内容，检查学生的预习情况。

2. 阅读理解- 学生继续阅读课文，完成阅读理解练习。

- 教师点评学生的答案，纠正错误。

3. 语法讲解- 介绍本课涉及的语法知识，如非谓语动词等。

- 通过例句和练习，帮助学生掌握语法知识。

4. 写作训练- 学生根据课文内容，完成写作练习。

- 教师点评学生的作文，指出优点和不足。

5. 口语表达- 学生进行口语练习，如角色扮演、小组讨论等。

- 教师点评学生的口语表达，纠正错误。

6. 课堂小结- 总结本课所学内容，强调重点和难点。

大学英语综合教程三教案

教学对象：大学三年级学生教学目标：1. 帮助学生掌握英语基础语法知识，提高英语写作能力。

2. 培养学生的英语阅读理解能力，拓展词汇量。

3. 提高学生的英语口语表达能力，增强跨文化交际意识。

教学重点：1. 基础语法知识：时态、语态、非谓语动词等。

2. 阅读理解：快速获取文章主旨大意，理解文章结构。

3. 口语表达：运用所学知识进行日常对话和情景交际。

教学难点：1. 复杂语法结构的运用。

2. 阅读中长难句的理解。

3. 口语表达中的流畅性和准确性。

教学过程：一、导入（5分钟）1. 教师播放一首英文歌曲，激发学生学习兴趣。

2. 提问：歌曲中提到了哪些与教育相关的词汇和表达？二、新课导入（10分钟）1. 教师讲解本节课的语法知识点，如时态、语态、非谓语动词等。

2. 通过例句讲解，帮助学生理解并掌握语法知识。

三、阅读理解（15分钟）1. 学生阅读课文，了解文章大意。

2. 教师提问，检查学生对文章主旨和大意的理解。

3. 学生分组讨论，分析文章结构，总结段落大意。

四、词汇学习（10分钟）1. 教师带领学生学习本节课的生词和短语。

2. 学生通过造句练习，加深对词汇的记忆。

五、口语表达（15分钟）1. 教师设计日常对话和情景交际的情景，引导学生运用所学知识进行口语表达。

2. 学生分组进行角色扮演，提高口语表达能力。

六、总结与作业（5分钟）1. 教师对本节课所学内容进行总结，强调重点和难点。

2. 布置课后作业，如完成阅读理解练习、词汇记忆等。

教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、小组讨论等。

2. 作业完成情况：检查学生的课后作业，了解学生的学习效果。

3. 口语表达能力：通过角色扮演等方式，评估学生的口语表达能力。

教学反思：1. 教师应关注学生的个体差异，因材施教。

2. 注重培养学生的英语学习兴趣，提高学生的学习积极性。

3. 结合实际生活，设计生动有趣的课堂活动，提高学生的英语综合运用能力。

新版大学英语综合教程3教案

教学目标：1. 帮助学生掌握本单元的核心词汇和短语。

2. 培养学生的阅读理解能力，提高阅读速度。

3. 培养学生的写作能力，使学生能够运用所学知识进行写作。

4. 增强学生的口语表达能力，提高英语交流能力。

教学重点：1. 本单元核心词汇和短语的学习。

2. 阅读理解技巧的培养。

3. 写作技巧的提升。

4. 口语表达的训练。

教学难点：1. 阅读中长难句的理解。

2. 写作中如何运用恰当的句型和结构。

3. 口语表达中的语法和词汇运用。

教学工具：1. 多媒体设备（电脑、投影仪）2. 教材《新版大学英语综合教程3》3. 黑板、粉笔4. 词汇卡片、练习册教学过程：一、导入（10分钟）1. 利用多媒体展示本单元主题图片，激发学生学习兴趣。

2. 通过简短的英语对话，引导学生复习上节课所学内容。

二、新课导入（15分钟）1. 介绍本单元核心词汇和短语，引导学生学习并掌握。

2. 阅读课文，引导学生分析文章结构，理解文章大意。

三、阅读理解（30分钟）1. 分组讨论课文中的长难句，帮助学生理解句意。

2. 布置阅读理解练习，让学生运用所学技巧进行练习。

3. 对练习结果进行讲解，帮助学生纠正错误。

四、写作训练（20分钟）1. 引导学生分析本单元写作要求，明确写作方向。

2. 分组讨论，让学生运用所学词汇和句型进行写作。

3. 对学生的写作进行点评，指出优点和不足。

五、口语表达（15分钟）1. 引导学生根据课文内容进行角色扮演，提高口语表达能力。

2. 学生进行自由发言，分享自己的观点和感受。

六、课堂小结（5分钟）1. 总结本节课所学内容，强调重点和难点。

2. 布置课后作业，巩固所学知识。

七、课后作业：1. 阅读课文，复习本单元核心词汇和短语。

2. 完成课后练习，巩固阅读理解技巧。

3. 撰写一篇与课文内容相关的短文，提高写作能力。

教学反思：本节课通过多种教学手段，帮助学生掌握了本单元的核心词汇和短语，提高了阅读理解、写作和口语表达能力。

在教学过程中，要注意关注学生的个体差异，因材施教。

全新版大学英语教案3

课程目标：1. 理解并掌握课文中的重点词汇和短语。

2. 提高阅读理解能力，培养良好的阅读习惯。

3. 增强口语表达能力，学会用英语进行日常交流。

4. 了解西方文化，拓宽视野。

教学对象：大学英语专业二年级学生教学时间：2课时教学内容：一、课文阅读1. 课文标题：《The Art of Forgiveness》2. 课文内容：本文讲述了原谅他人的重要性，以及如何学会原谅他人。

二、教学步骤第一课时：1. 导入新课（1）教师简要介绍课文背景，激发学生学习兴趣。

（2）引导学生思考：为什么原谅他人很重要？2. 课文阅读（1）学生自主阅读课文，了解文章大意。

（2）教师讲解课文中的重点词汇和短语，如：forgiveness, forgiveness, forgive, forgive oneself等。

（3）学生跟读课文，熟悉语音、语调。

3. 课堂讨论（1）教师提出问题，引导学生思考并讨论。

（2）例如：如何学会原谅他人？原谅他人对我们有什么好处？4. 课后作业（1）学生完成课后练习题，巩固所学知识。

（2）撰写一篇关于原谅他人的短文。

第二课时：1. 复习导入（1）教师简要回顾上一节课的内容。

（2）学生分享课后作业完成情况。

2. 课文讨论（1）学生分组讨论，交流自己对课文的理解和感受。

（2）教师引导学生分析文章结构，总结文章主旨。

3. 口语表达（1）教师设置情景，让学生用英语进行口语交流。

（2）例如：如何向朋友表达自己的歉意？4. 课堂小结（1）教师总结本节课所学内容，强调重点词汇和短语。

（2）学生回顾所学知识，巩固记忆。

5. 课后作业（1）学生完成课后练习题，巩固所学知识。

（2）撰写一篇关于原谅他人的短文。

教学评价：1. 课堂参与度：评价学生在课堂上的发言、讨论和口语表达情况。

2. 作业完成情况：评价学生课后作业的完成质量。

3. 课堂表现：评价学生在课堂上的学习态度、纪律和合作精神。

教学反思：1. 教师在教学过程中应注重激发学生的学习兴趣，引导学生主动参与课堂活动。

大学英语全新版第三册教案

大学英语全新版第三册教案Unit 1 Changes in the Way We LiveI. Suggested Teaching Plan (5 periods)ObjectivesStudents will be able to:1.grasp the main idea (tolerance for solitude and energy made it possible for the writer's family toenjoy their pleasant but sometimes harsh country life);2.appreciate the various techniques employed by the writer (comparison and contrast, topicsentences followed by detail sentences, use of transitional devices, etc.);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Time allotment1st period: Pre-reading; While-reading (4-Part division, Part I)2nd period: While-reading (Parts I-III)3rd period: While-reading; Post-reading (comparison & contrast)4th period: Post-reading; Check on Ss' home reading (Text B) 5th period: Theme-Related Language Learning TasksPre-reading tasks1.T asks Ss the following questions on the song Out in the Country: (5 minutes)—What is the song about? (taking a break from city life,escaping from the crowd)— How is the song related to the theme of this unit? (The singer needs a break because the pace of life has quickened, the environment has been changed, and the old life style is gone.)2.1) Ss divide into three large groups, under each group smaller sub-groups may form. Each largegroup is assigned one of the following discussion topics:—Why do so many migrant workers (民工) move from the country to the city?—Why do city people buy apartments or houses in the suburbs, even in the countryside?— Why are tours of Zhou Zhuang (周庄), Li Jiang (漓江) or any other old towns so popular?Why are tourists willing to pay to spend a day in a farmer's house?2) After the discussion, speakers of some sub-groups report to class.3) T may sum up like this: People change their places of living because they look for thingsthat their previous life is unable to provide. However, once life has been changed, they miss the good old days. (20 minutes)3.Ss do Cloze B in after-text exercises to learn about Americans' ideal of a country life. Then Tleads in to the study of Text A. (10minutes)While-reading tasks1.T tells Ss how to divide the text into four parts, and that they are to sum up the main idea ofeach part as they read along (see T ext Organization Exercise1). (2minutes)2.Ss read the first sentences of Paras 1-3 and sum up themain idea of this part. (3 minutes)3.T explains language points in this part and gives Ss practice (see Language Study). (15minutes)4.T explains language points in Part II and gives Ss practice (see Language Study). (20minutes)5.Ss re-read Part II and make a summary of each paragraph in it. T writes down their summarieson the blackboard. Then, based on paragraph summaries, Ss will come up with a summary of Part II. (8minutes)6.Ss read the fast sentences of Paras 8-11 and sum up the main idea of this part. (3 minutes)7.T explains the language points in this part and gives Ss practice (see Language Study). (20minutes)8.T explains language points in Part IV and gives Ss practice (see Language Study). (20minutes)9.Ss find out the two special qualities that make a country life possible. (2 minutes)Post-reading tasks1.1) Ss work in pairs to finish Text Organization Exercise2. Later some of them may report toclass.2) T guides Ss through Writing Strategy.3) T urges Ss to use comparison and contrast more effectively in their own writing. (15minutes)2.1) T asks Ss to re-read Para 2 and analyze the relationshipamong its sentences (one topicsentence —"It's a self-reliant sort of life."— followed by three detail sentences).2) Ss re-read the rest of the text to find similar patterns. Then they would report their findingsto class (see Text Analysis).3) T encourages Ss to model their own writing after this pattern. (15 minutes)3.T guides Ss through some after-text exercises. (25 minutes)4.T checks on Ss' home reading. (3 minutes)5.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)6.T asks Ss to prepare for the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.II. Text AnalysisThe author writes his piece in a clear and logical way. In many instances he employs the pattern of "one topic sentence + several detail sentences" structure. It's easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students.Sometimes the detail sentences run parallel to each other, like those in Para 2. In some other paragraphs the detail sentences have their own hierarchy. Take Para 5 for example. The first sentence tells how busy "I" am. The second sentence states that Sandy, the wife, is also busy. The final sentence is a kind of summary—nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paras 12-13 for another example. The topic sentence therein is "I suspect not everyone who loves thecountry would be happy living the way we do. It takes a couple of special qualities." Then there are two sub-topic sentences: "One is a tolerance for solitude"; "The other requirement is energy—a lot of it." Each sub-topic sentence has its own supporting details.Sometimes there is no transitional devices between detail sentences, sometimes there are, the most frequently used one of which is time words or phrases. For example, the detail sentences in Para 4 begin with "three months ago", "three months from now", "recently", and "later this month", respectively. To be sure, other conjunctions scatter the text, like "first"- "then" -"then" - "eventually" in Para 7.III. Cultural Notes1.the countryside: The countryside of Britain is well known for its beauty and many contrasts:its bare mountains and moorland, its lakes, rivers and woods, and its long, often wild coastline.Many of the most beautiful areas are national parks and are protected from development. When British people think of farmland, as well as open spaces, they imagine cows or sheep in green fields enclosed by hedges or stone walls, and fields of wheat and barley.Many people associate the countryside with peace and relaxation. They spend their free time walking or cycling there, or go to the country for a picnic or a pub lunch. Only a few people who live in the country work on farms. Many commute to work in towns. Many others dream of living in the country, where they believe they would have a better and healthier lifestyle.America has many areas of wild and beautiful scenery, and there are many areas, especially in the West in states likeMontana and Wyoming, where few people live. In the New England states, such as Vermont and New Hampshire, it is common to see small farms surrounded by hills and green areas. In Ohio, Indiana, Illinois and other Midwestern states, fields of corn or wheat reach to the horizon and there are many miles between towns.Only about 20% of Americans live outside cities and towns. Life may be difficult for people who live in the country. Services like hospitals and schools may be further away, and going shopping can mean driving long distances. Some people even have to drive from their homes to the main road where their mail is left in a box. In spite of the disadvantages, many people who live in the country say that they like the safe, clean, attractive environment. But their children often move to a town or city as soon as they can.As in Britain, Americans like to go out to the country at weekends. Some people go on camping or fishing trips, others go hiking in national parks.2.Fahrenheit scale: a scale of temperature, first established by the German physicist GabrielFahrenheit in 1715. The unit of temperature is the degree Fahrenheit (°F), and 0°F was originally the cold est temperature Fahrenheit could achieve using a freezing mixture of salt and ice. On his scale, water freezes at 32°F and boils at 212°F (under set atmospheric conditions).No longer used in scientific work, Fahrenheit temperatures still feature in everyday language;hot days "in the eighties", for example. To convert a Fahrenheit temperature to Celsius (centigrade), subtract 32, then multiply by 5/9.3.Celsius scale: a scale of hotness, or temperature, first established by the Swedish scientistAnders Celsius (1701-1744) in 1742. On this scale, the unit of temperature is the degree Celsius (°C); water freezes at 0°C and boils at 100°C (under agreed standard atmospheric conditions), although when Celsius originally devised the scale he made 100°the boiling-point and 0° the freezing-point. The Celsius scale was formerly commonly known as the centigrade scale because of the 100 divisions between the freezing- and boiling-points of water. To convert from degrees Celsius to degrees Fahrenheit multiply by 9/5 and add 32.4.Ivy League: eight long-established colleges and universities in the United States withprestigious academic and social reputations. Members of the Ivy League are Brown University in Providence, Rhode Island; Columbia University in New York City; Cornell University in Ithaca, New York; Dartmouth College in Hanover, New Hampshire; Harvard University in Cambridge, Massachusetts; University of Pennsylvania in Philadelphia;Princeton University in Princeton, New Jersey; and Yale University in New Haven, Connecticut. The members of the Ivy League compete in intercollegiate athletics.5.Sports Illustrated: a popular US sports magazine published each week by Time Inc. part ofTime Warner. It first appeared in 1954, and is read mainly by men. The magazine also publishes the Sports Illustrated Sports Almanac every year.6.Individual Retirement Account (IRA): a US government plan that allows people to put partof their income into special bank accounts. No tax has to bepaid on this money until they retire.7.Buying Insurance: People face many choices when buying insurance policies. Theycommonly choose an insurance provider based on several criteria. Some of the most important of these include: 1) the financial stability of the insurance company, 2) the price of policies, and 3) details of coverage and service.Only a financially sound company can fulfill its promise to pay in all circumstances.Companies with proven records of stability can provide insurance security. Choice of a provider based solely on price, on the other hand, may result in poor service and coverage, even if the provider advertises comprehensive coverage and high quality service.Policy prices vary significantly among companies, but competition usually forces most companies' prices into a narrow range. The greater cost of some policies may pay off in the long run through better protection. Thus, a detailed examination of coverage in policies provided by different, well-regarded companies can help consumers make the best choice based on the risks they face, their needs, and their finances.People seeking to buy insurance often use the services of an insurance agent or broker to assist in their purchase. Most insurance falls into four main categories, according to what it covers: 1) property and casualty, 2) life, 3) health and disability, and 4) old-age and unemployment. Insurers commonly refer to insurance purchased by individuals as personal lines coverage and to insurance purchased by businesses as commercial coverage.IV Language Study1.get by: be good enough but not very good; manage to live or do things in a satisfactory wayExamples: My parents managed to get by on a small amount of money.It is a little bit difficult for the old couple to get by on such a small pension.We can get by with four computers at the moment, but we'll need a couple morewhen the new staff members arrive.2.... when it was 30 below: Here the Celsius scale is used instead of the Fahrenheit scale, (seeCultural Notes)3.haul: 1) transport, as with a truck, cart, etc.Examples: The farmers haul vegetables to the market on a truck every morning.The rescue team hauled medical supplies and food to the flooded villages.2) pull or drag sth. with effort or forceExamples: A crane had to be used to haul the car out of the stream.Rescue workers hauled passengers out of the crashed train.4.improvement: the act or an instance of improving or being improvedExamples: Internet service providers should develop security improvement services for their customers.The government's priorities will go to local transport improvement projects.The improvement in the job market in the past few years has been remarkable.5.supplement: add to sth. in order to improve it (followed bywith)Examples: Peter does occasional freelance work to supplement his income.The doctor suggested supplementing my diet with vitaminsE and A.6.indoor: situated or used inside a buildingExamples: Indoor pollution has been found to be as much as five to ten times higher inside some skyscrapers than outside.Tobacco smoke is considered as an indoor pollutant.The Mall of America, the biggest mall in USA includes the world's largest indooramusement park.7.spray: force out liquid in small drops upon (followed by with)Examples: I'll have to spray the roses with insecticide to get rid of the greenfly.A car went past and sprayed me with water.8.pursue: followExamples: After graduation Martin chose to pursue the same career as his father as a minister.College students are advised to pursue a wide range of subjects.Public evening classes allow people to earn a living during the day and pursuevocational and intellectual interests in their spare time.9.stack: make into a pileExamples: Once the last few people had left the hall, the caretakers began stacking the chairs.Before being processed into lumber, the wood must be carefully stacked to preventwarping.10.wicked: evil or badExamples: I would rather starve in a ditch than accept the fortune upon such wicked terms.We are all born good, but can be taught to be wicked.11.get through: come successfully to the endExamples: The local government has taken some measures to ensure that all the people will get through the winter.She got through the entrance examination and was accepted by the college.12.at that point: at that very moment, right thenExamples: The train was now only a couple of yards from the kids on the track. At that very point, Anthony threw himself forward and pulled them clear .The man suddenly held up a poster. At that point, all TV cameras were pointed athim.13.on balance: with all things consideredExamples: I think, on balance, I didn't treat you unfairly.On balance, it's probably not advisable to change the company's name.14.illustrate; provide with visual features; clarify by use of examples, etc.Examples: Let me use another example to illustrate this difficult point.The editor has illustrated the book with black-and-white photographs.15.I'm not making anywhere near as much money as I did ...:I am not earning as much moneyas I did ...16.generate: bring into existence, produceExamples: The widespread use of Spanish in some American cities has generated a public debate over language use in the country.Space technology has generated thousands of products for everyday use such aslightweight materials used in running shoes.17.insurance: a guarantee that you will receive money if something is lost or damaged, or haverepairs paid for, by a financial company in return for regular payments you make to themExamples: Many nations have some form of compulsory unemployment insurance.People regularly buy insurance to reduce uncertainty and to protect themselves fromfuture disasters.18.pick up: be ready to payExamples: If he loses the case, Michael will have to pick up the bill for legal costs.Taxpayers will be picking up the tab for the improved public transport network. 19.minor: lesser or smaller in amount or importance, etc.Examples: The Ford Company made only minor changes to the Model T for nearly two decades.They only encountered minor problems in their first space flight.20.premium: a sum of money that you pay regularly to an insurance company for an insurancepolicyExamples: The employers make the employees pay for alarge portion of their health insurance premium.Some people are complaining that car insurance premiums have increased too muchthis year.21.aside from: except for; in addition to (more usual in American English; same as apart from)Examples: Aside from an occasional game of tennis, he doesn't take any exercise.This essay is good aside from a couple of spelling mistakes.They were going to have other expenses, aside from the school fees.22.cut back: reduce in size or amount (used in the patterns: cut back sth.; cut back on sth.)Examples: There is a growing movement to cut back the government's role in agriculture and to reduce subsidies paid to farmers.The government has cut back on defense spending.23.lower: make or become smaller in amount, degree, etc.Examples: Increasing your intake of fruits and vegetables can lower your risk of getting some types of cancer.Governments may raise or lower taxes to achieve social and economic objectives. 24.dine out: eat a meal away from home (usu. in a restaurant)Examples: With the improvement of living standards, more people dine out at weekends.It's my daughter's birthday today, so we're dining out tonight.25.patronize: go to as a customerExamples: When he was a student. Sterling often patronized the little restaurant near the school.They no longer patronize the local department store becauseof its poor service. 26.Extravagant Christmases are a memory, and we combine vacations with storyassignments.: We no longer have extravagant Christmases, and when a magazine sends me somewhere to write an article, I will take my family along. By doing so, we can save some money.27.suspect: believe to be true, likely or probable; feel doubt about (used in the patterns: suspectsb./ sth. of sth.; suspect that)Examples: China banned cosmetics suspected of containing substances that cause mad cow disease.It was perfectly all right. Henry said, because the police had not suspected him ofanything.Scientists realized that Mars' evolution had been more complex and fascinating thanthey had suspected.28.budget: any plan that a person, organization or government has that shows how they will raisemoney and how they will spend the money they haveExamples: The personal or family budget is a financial plan that helps individuals to balance income and expenses.The General Assembly has exclusive authority to set the UN budget, paid for by allmembers according to an agreed quota.29.requirement: sth. needed or asked forExamples: Patience is definitely a requirement for a career in teaching.Many schools have tightened their requirements, and test scores for admission havebeen rising.30.scale: a relative level or degree (usu. used in the phrase ona... scale)Examples: After the Selma protest Martin Luther King continued to organize protests but not any on such a grand scale.We tested our new teaching methods on a small scale. Indeed only six classes wereinvolved in it.31.resist: keep from giving in to or enjoying (used in the patterns: resist sth.; resist doing sth.)Examples: We couldn't resist laughing at him in those funny clothes.Keep me away from the duty-free shop. You know I can't resist expensive perfumes.32.temptation: the feeling of being tempted to do sth. that you know might be wrong or harmful;the thing you want to have (uncount or count)Examples: The kids can't resist the temptation of McDonald's.In my view students should resist the temptation to take part-time jobs in their firsttwo years at college.33.device: a piece of equipment designed to serve a special purposeExamples: For consumers without access to PCs, intelligent set-top devices will be their guide to digital photography.They suspected that an explosive device had been left somewhere inside thebuilding.The rescuers used a special device for finding people trapped in the coalmine.34.profit: an advantageous gain or returnExamples: The tax is likely to hit his company's profits by up to 3 per cent in future.He makes a big profit from selling waste material to textile companies.35.invest:commit (money or capital) in order to gain a financial return (used in the patterns:invest money; invest money in sth.; invest in sth.)Examples: We have invested most of the money in shares in British companies.When people buy houses they're investing a lot of money.My parents intend to invest in stocks and bonds.36.primarily: mainlyExamples: We are primarily concerned with improving our working conditions.Men can usually run faster than women, primarily because they have greatermuscular strength.Unit Two Civil Rights Heroes Suggested Teaching PlanObjectivesStudents will be able to:1.understand the main idea (early civil-rights struggles in the US, esp. the undergroundRailroad );2.learn to use library resources and other resources for information;3.grasp the key language points and grammatical structures in the text;4.conduct a aeries of reading, listening, speaking and writing activities related to the theme of theunit.Time allotment1st period pre-reading2nd period pre-reading(Close B); while-reading (natural division, Part one-part two )3rd period while-reading (continued)4th period post-reading; check on Ss’ home reading (Text B)5th period Theme-Related language learning tasksPre-reading－reading tasks1.Tasks Ss the following questions on the recording: 5 minutesWhat are the special contributions of Abraham, John and Martin to the Americans? (They all advocated black civil rights.) How did they die? (They were all assassinated.)2.Knowledge of American geography: 10 minutes.1)T brings a map of the USA to class, hangs it in the front of the classroom.2)T explains that eh USA was divided after the Abolition Act: the Northern States supportedit, while the Southern States disapproved of it.3)T circles out the Southern States ( Alabama, Arkansas, Florida, Louisiana, Mississippi,North Carolina, South Carolina, Tennessee, Texas and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, Mississippi, South Carolina and eastern Texas) on the map.4)Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River,Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace theHensons’ escape route (i.e., the last section of the text) on it.3.knowledge of Christianity: 10 minutes1)T explains that, for historical reasons, many black slaves believed in Christianity, likeUncle T om in Uncle Tom’s Cabin. Therefore, in b lack writings there are frequent references to Christianity.2)T writes down the following vocabulary items on the blackboard: the Creator, and AfricanAmerican Moses, Quaker, Bible, Methodist minister, Bethlehem salvation.3)Ss self-study their meanings by reading the New Words and Expressions and ProperNames sections following the text.4)T checks Ss’ understanding and, if necessary, gives further guidance (see Text Analysis). 4.Out-of-class research projects: T guides Ss through Writing Strategy, then tells them to formgroups to research into the discussion questions in Part IV: theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes). 5.Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes).While-reading tasks1.Ss scan the text to see if ther3e is any natural division between parts of the text. (There is ablank line between each part.) (2 minutes)2.T explains the key language points in Part I and gives Ss practice (see Language study). (10minutes)3.Ss sum up the main idea of this part (see Text Organization Exercise 1), then identify thesentence which connects this part with the following parts. (last sentence in Para5—“I was intent on telling their stories.”)(3 minutes)4.T explains the key language points in Part II and gives Ss practice (see Language Study). (15minutes)5.Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)6.T explains the key language points in Part III and give Ss practice (see Language Study). (15minutes)7.Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)8.T explains the key language points in Part IV and gives Ss practice (see Language Study). (15minutes)9.Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)10.T makes Ss realize that the last three parts are all “stories” supporting Part I. (2 minutes)11.T draws Ss’attention to the two different usages of “but” in the text—“There was room for allbut two” AND “Josiah Henson is but one name on a long list.” Ss then do after-text Exercise II, Words with Multiple Meanings. (15 minutes)Post-reading tasks1. 1) Ss for group to discuss the following questions:---Among so many participants of the Underground Railroad,why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?---We learn about Henson in Part I, then why is his story delayed until the last part?---Why does the author sometimes quote directly from characters in the stories?(The answers to these questions are discussed below in Text Analysis.)2) Some Ss group report discussion results to class (see Text Analysis.)2. T guides Ss through some after-text exercises.(20 minutes)3. T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks by drawing on their out-of-classresearch project. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Text AnalysisWhen we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christian.The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of allparticipants in this movement: John Parker is a free d slave who later turned into a courageous “conductor”; LeviCoffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad.We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text.Direct speech is more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quote s Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.”On other occasion, direct speech makes a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know? I’m free!” His joy affects us all.Cultural Notes1. Freedom and rights: Freedom of the individual is considered one of the essential features ofwestern civilization, which is itself sometimes called the Free World. This freedom is often expressed in terms of rights to do certain things or to be treated in a particularly way. When a person does something that others think strange, British and American people will often say, “it’s a free country.” Meaning that although they disagree with the choice they recognize the other person’s right to make it.Americans sometimes call the US the “land of the freed”, a。

新大学英语第三册教案

Teaching difficulties:
Reading for the main ideas in paragraphs of the passage in question.
教学方法与手段
Teaching method: lecture with pair work and group discussion
Step four: Comparing the differences and similarities between Chinese generation definition and Western generation definition.
Teaching method: listening, watching and pair work
Teaching aids: multimedia
2) Part Two Initializing the Project (2 class hours)
Step one: Understanding the passage “Generation Y: the Next Greatest Generation?” and do Activity 2 on Page 12.
Teaching emphasis:
1) Understanding the text of “Winston Churchill” ;
2) Getting familiar with the key words, phrases and some useful sentence patterns in this unit;
High-educated
stressful
Post 90s
Haibao G