新阶段综合英语教程3教材课程
大学跨文化英语综合教程学生用书第3册课后练习题含答案
大学跨文化英语综合教程学生用书第3册课后练习题含答案第一章跨文化交际和跨文化沟通
选择题
1.跨文化交际指的是：
A. 不同语言之间的交际
B. 不同国家之间的交际
C. 不同文化之间的交际
D. 不同年龄阶段之间的交际
答案：C
2.关于“跨文化沟通”的说法，错误的是：
A. 它期望个体能够在跨文化情境中获得顺利、成功的交流和互动。
B. 它指的是各种跨越文化的交流和互动。
C. 它是一个跨越语言和文化障碍的交际活动。
D. 它只是指在文化相同的情况下的互动和交流。
答案：D
填空题
1.跨文化交际包括文化的 ______________，交际的 ___________ 和认
知的 ______________。
答案：差异、行为、过程
简答题
1.什么是“文化冲击”？如何应对“文化冲击”？
答：“文化冲击”是指个体通过跨越文化进行交流和互动时遭受到的非常规、难以理解的交流和交往中的困扰。
个体可以采取以下措施来应对文化冲击：•接受自己文化差异所造成的影响，保持开放的心态，尝试理解和感知新环境和文化，以及与文化差异所造成的不适应。
•尝试与文化差异的人们建立联系，结交新的朋友，增进相互了解和友谊。
•积极主动地了解文化差异，了解文化冲击产生的原因，并以客观的态度学习和理解这些差异。
增加跨文化意识和跨文化学习的能力。
•在和跨文化人员交往过程中，应该尽量避免出现不当的行为和行为模式，避免引起文化冲击和不必要的误解。
《综合英语》教学大纲
《综合英语》教学大纲课程名称：综合英语英文译名：An Integrated Course of English课程类别：专业基础课课程学分：总计24学分，每学期计6学分课程学时：总计384学时，分为4学期完成，每学期课堂讲授和课堂实训64学时，自主治学32学时）教学对象：英语专业一、二年级本科生一、课程描述：本课程是为英语专业一、二年级本科生开设的专业基础课程，贯穿英语专业本科教育基础阶段，分四学期完成。
课程的基本目标是全面训练学生的听、说、读、写、译各项基本技能。
教学以应用语言学的“互动假设”为理论基础。
一方面注重为学生提供大量的可理解性输入，教师通过对规范的语言材料进行讲解，传授系统的英语语音、语调、语法、词汇、篇章结构、文化社会等知识，同时引导学生课后精选和阅读与自身语言水平和知识背景相适宜的英语材料，收听和收看经典音像资料；另一方面注重输出的促学作用，要求学生的在课堂和课后以协作的方式需完成大量的口、笔头交际练习，引导他们关注自身英语知识的缺陷，反思语言学习过程。
课程的中层目标在于培养学生的英语交际意愿和跨文化意识。
英语交际意愿是决定学生在存在机会时是否发起和参与交际活动的直接因素；跨文化意识决定学生英语交际活动的效率甚至成败。
本课程教学实施过程中，教师通过鼓励和协助的方式使学生逐步认识到采用英语交际的社会和个体价值，克服学生的消极面子观念，强化交际信心，满足情感需求，直至形成较强的交际意愿。
同时，通过理论传授、案例分析、场景模拟等方式引导学生正视文化差异，形成跨文化意识，明确语言工作者作为文化传播者的身份认同。
课程的高级目标是通过语言文化学习提高学生的批判性思维能力。
教学过程中引导学生对语言和文化事实进行对比、归纳、分析和抽象，注重发掘不同语言文化现象之间的联系，学习建立和检验有关语言文化问题的假设，养成专业意识，为高年级专业基础课程“高级英语”以及专业课程“英语语言学”、“应用语言学”、“英国文学”、“美国文学”、“翻译”等的学习打好基础。
新标准大学英语综合教程3课文翻译及课后翻译
新标准大学英语综合教程3课文翻译完整版U n i t 1 A c t i v e r e a d i n g 1 抓螃蟹大学最后一年的秋天，我们的心情变了。
刚刚过去的夏季学期的轻松氛围、即兴球赛、查尔斯河上的泛舟以及深夜晚会都不见了踪影，我们开始埋头学习，苦读到深夜，课堂出勤率再次急剧上升。
我们都觉得在校时间不多了，以后再也不会有这样的学习机会了，所以都下定决心不再虚度光阴。
当然，下一年四五月份的期末考试最为重要。
我们谁都不想考全班倒数第一，那也太丢人了，因此同学们之间的竞争压力特别大。
以前每天下午五点以后，图书馆就空无一人了，现在却要等到天快亮时才会有空座，小伙子们熬夜熬出了眼袋，他们脸色苍白，睡眼惺忪，却很自豪，好像这些都是表彰他们勤奋好学的奖章。
还有别的事情让大家心情焦虑。
每个人都在心里盘算着过几个月毕业离校之后该找份什么样的工作。
并不总是那些心怀抱负、成绩拔尖的高材生才清楚自己将来要做什么，常常是那些平日里默默无闻的同学早早为自己下几个阶段的人生做好了规划。
有位同学在位于麦迪逊大道他哥哥的广告公司得到了一份工作，另一位同学写的电影脚本已经与好莱坞草签了合约。
我们当中野心最大的一位同学准备到地方上当一个政党活动家，我们都预料他最终会当上参议员或国会议员。
但大多数同学不是准备继续深造，就是想在银行、地方政府或其他单位当个白领，希望在 20 出头的时候能挣到足够多的薪水，过上舒适的生活，然后就娶妻生子，贷款买房，期望升职，过安稳日子。
感恩节的时候我回了一趟家，兄弟姐妹们免不了不停地问我毕业后有什么打算，我不知道该说什么。
实际上，我知道该说什么，但我怕他们批评我，所以只对他们说了别人都准备干什么。
父亲看着我，什么也没说。
夜深时，他叫我去他的书房。
我们坐了下来，他给我们俩各倒了杯饮料。
“怎么样？”他问。
“啊，什么怎么样？”“你毕业后到底想做什么？”他问道。
父亲是一名律师，我一直都认为他想让我去法学院深造，追随他的人生足迹，所以我有点儿犹豫。
英语教学大纲
《英语（一）》课程教学大纲课程名称：英语（一）学分： 3总学时： 48讲课学时：48实验学时：（按专业人材培育方案的规定填写）若是有课内实验学时，在大纲后面接着编写一份(课内)实验大纲考核方式：考试先修课程：高中英语或预备级教程适用专业：全校普通专业开课系或教研室：大学外语教学部（一）课程性质与任务1．课程性质大学英语教学是高等教育的一个有机组成部份，大学英语课程是一门非英语专业大学生必修的基础课程。
它是以英语语言知识与应用技术、学习策略和跨文化交际为主要内容，之外语教学理论为指导，并集多种教学模式和教学手腕为一体的教学体系。
2．课程任务大学英语教学要让学生了解英语语言的语音、语法、句法和结构等特征；熟悉和掌握英语国家一些大体的人文、地理、习俗和经典文化；大学英语教学的重点是培育学生的英语综合应用能力，专门是听说能力，使他们在此后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合语言文化素养，以适应我国社会进展和国际交流的需要。
（二）课程教学大体要求我国幅员辽阔，各地域、各高校之间情形不同较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。
大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。
这是我国高等学校非英语专业本科生通过大学阶段的英语学习与实践应被选择达到的标准。
一般要求是高等学校非英语专业本科毕业生应达到的大体要求。
较高要求或更高要求是为有条件的学校按照自己的办学定位、类型和人材培育目标所选择的标准而推荐的。
各高等学校应按照本校实际情形肯定教学目标，并创造条件，使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求。
1.英语（一）课程学分为3学分，理论课时为48学时，课程教学的具体要求如下：1）阅读理解能力：能大体读懂一般性题材的英文文章，阅读速度达到每分钟50词。
在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟60词。
新进阶3 综合Unit (5)
New Progressive College English Book III UNIT 4 Emerging Adulthood1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and know how to usethe key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E.talk about changes in expectations of young adults and changes in the degree ofindependence from their parents young adults are able to achieve in today’s world;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood)2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization)3rd Period:Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation))6th Period:After Reading (Viewing and listening; Speaking; Assignment)3. Teaching Procedures:Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood” has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.Method: Using task-based language teaching method, communicative approach.Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood” in Culture Notes.Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood”.从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。
大学英语综合教程3课文翻译精品
Unit 1A common misconception among youngsters attending school is that their teachers were child prodigies. Who else but a bookworm, with none of the normal kid's tendency to play rather than study, would grow up to be a teacher anyway?I've tried desperately to explain to my students that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus. On the contrary, I hated compulsory education with a passion. I could never quite accept the notion of having to go to school while the fish were biting.上学的孩子们中间有一种普遍的错误想法，即认为他们的老师当年都是些神童。
不管怎么说，除了不像一般孩子那样生性贪玩、不愿学习的书呆子之外，还有谁愿意长大后当老师呢？我极力向我的学生们解释，我在他们心目中的形象—一个在青春期热衷于书本和作业的人—有一点被扭曲了。
相反，我极为痛恨义务教育。
我永远都无法接受在鱼儿上钩时不得不去上学的想法。
Unit 2Children are entitled to special consideration for two reasons: helplessness and innocence. They have not yet acquired either the faculty of reason or the wisdom of experience. Consequently, they are defenseless (incapable of fending for themselves) and blameless (incapable of real sin). That's why we grant them special protection. In an emergency, it is our duty to save them first because they, helpless, have put their lives in our hands. And in wartime, they are supposed to be protected by special immunity because they can have threatened or offended no one.孩子们之所以有权享受特殊照顾有两个理由：无助和无辜。
综合英语教程三课后翻译
综合英语教程三课后翻译⼤学英语精读3 翻译Unit 11. 她似乎与新同学相处不好。
(get along with)She doesn't seem to get along with her new classmates.2. 我与玛丽失去联系多年，但昨天我与她在电话⾥联系上了。
(out of touch, get in touch)I'd been out of touch with Mary for years, but I managed to get in touch by phone yesterday.3. 那⽼兵喜欢对每⼀位来访者炫耀他的勋章。
(show off)The veteran enjoys showing off his medals to everyone who visits him.4. 她丈夫似乎⾮常反对她出国。
(opposed to)Her husband seems very much opposed to her going abroad.5. 因为托马斯不安⼼⼯作，他的⽗母⾮常担忧。
(settle down)As Thomas couldn't settle down in his job, his parents were very worried.6. 我⼝袋⾥总装着各种各样的⼩东西。
(bits and pieces)I always have all kinds of bits and pieces in my pockets.7. 她母亲通过⼀些私⼈关系使她进⼊商界。
(pull strings)Her mother pulled a few strings to get her into the business circle.8. 我希望这些菜合你的胃⼝。
(to somebody's liking)I hope the food is to your liking.9. 那些男孩太吵闹，我把他们骂了⼀顿。
新进阶3综合的Unit3
New Progressive College English Book III UNIT 3 Cultural DifferencesUnit 1 Cultural Differences1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguisticallyB. illustrate the concept of cultural shock by giving examplesC. learn languages, e.g. words, phrases, difficult structureD. become familiar with the writing of a comparison/contrast essay2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences)2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization)3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures)4th Period: Detailed reading Activities (Learning new words, summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation))6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher introduces the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life.Step 2: Discussion about cultural differencesThe teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture.Method: Using task-based language teaching method, communicative approach.3.2 Global readingStep1. Approaching the themeThe teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family.Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts.Method: PPT; communicative approach.Step2. Analyzing the text organizationThe teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail.Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph(sometimes two-three paragraphs), invite students to answer questions related difficult sentences and understanding of each paragraph.2) Help Ss find out the good usage in the text and underlined them.3) Learn new words in details.Purpose: Further understand the text and train scanning ability to learn difficult sentence structures as well as new words and expressions.Method: Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach.Step1. Understanding the text in a deeper levelParas.6Q. What made the author so mad about her husband that they began to fight over childcare duties?A: The fact that he wasn’t taking on half of the childcare duties, and he thought it was more important to spend time on his work than on his daughter, and his expectation that his mother would do all the housework he was supposed to do. Para.8Q: How did her mother-in-law explain her role in the family?A: Her mother-in-law explained that her role in the family was to lighten the burden of her son, allowing him to keep his former way of life, and to help her daughter-in-law out with parenting and household management.Para.9Q: What did the author think of her mother-in-law’s explanation?A: She thought it was absolutely unacceptable, because, in her view, her husband is one of two parents, and therefore their daughter should be half his responsibility; and she married her husband, not her mother-in-law.Para.13Q: How come her husband, unlike the author, failed to adopt daily habits around theschedule of her daughter?A: He obviously believed that mothers are the primary caregiver of children and this was the normal difference between mothers and fathers.Paras.16Q: How did the author react when she was told that, now that he mother-in-law helped her out by taking care of he daughter, it was her responsibility to take care of her mother-in-law when she was old?A: She totally rejected the idea, because she thought what her mother-in-law did was fulfilling the parenting responsibility of her husband, therefore it was her husband's responsibility to take care of his own mother when she was old.3.3.2 Language FocusStep2. Learning useful expressions3.3.2.1 Difficult words and phrases1) work out: find the solution to(a problem or question) 想出、得到(解决方法)e.g. It's important to work out a solution rather than engage in endless discussion.2) presence: n.存在；到场e.g. It's natural for a child to be chatting away in the presence of a loving parent.The tension of the protesters grew with the presence of police.3) extreme: a.(of views or actions)very different from what people accept as reasonable or normal 激的；过激的e.g. Extreme views sometimes can become very popular.Soldiers are trained to carry out orders even if they sound extreme.4) leave behind: depart and not take along 离开；地下e.g. The rough sea crossing served only to emphasize the peace we had left behind.The taxi driver always reminds his passengers not to leave behind their belongings.5) prominent: a. outstanding, important 笑出的；重要的e.g. I want our brand name to appear in the most prominent position of the stadium.We celebrate the Dragon Boat Festival in memory of a prominent ancient Chinese poet.6) primary: a. main 主要的e.g. The young man failed to see that the primary cause of his failure was his laziness and inaction.7) sacrifice: n.牺性；舍弃e.g. It is common for women to make lots of sacrifice for the family.The downside of a self-driving car is the sacrifice of the pleasure of driving.8) bonus: n.意外收获;红利;奖金e.g. I received a box of cookies as a bonus when I bought coffee at a cafe yesterday.Our salesperson's pay is made up of a base salary(about 60% of their total income)and a bonus(about 40% of their total income).9) occasional:a. occurring from time to time 偶尔的e.g. To the occasional swimmer, a season ticket is a waste of money.10) devotion: n.奉献,全身心投入e.g. The scientist who passed away last week was fondly remembered for his total devotion to science.11) household:n. the people of a house collectively 家庭e.g. She got up to prepare breakfast while the rest of the household was still asleep.12) look over one's shoulder: keep watch for danger or threats to oneself 不安；小心提防e.g. It was midnight when I left my office and on my way back home I kept looking over my shoulder to see if there was anyone tailing me.13) repay: vt. do sth. in return for a favor 报答:偿还e.g. There had never been any doubt in her mind that she would look after her parents in their oldage; they had given up a lot for her, she said, and that was how she would repay them. The company has to sell a building to repay its debt.14) kindness: n..仁慈；普行e.g. Very often it would be a kindness to tell a piece of bad news straight away.15) grateful: a. thankful 感激的e.g. The war refugees are very grateful to the local government for the timely help.16) phase: n..阶段；时期e.g. The minister claimed in his speech that the manufacturing industry wasentering a very different phase with the rapid growth of artificial intelligence.College marks a particular phase in a young person's life, the phase of newly gained independence.17) in one's eyes/in the eyes of: in the opinion of, from the perspective of 在.心日中e.g. The educator pointed out that a child could do no wrong in the eyes of some parents.18) fall short of: fail to satisfy 达不到，不符合e.g. I tried my best, yet my performance still fell short of my hopes.19) hono(u)r: vt. do what is required by a promise or a contract 信守；执行e.g. High school students in Shanghai must honour their community service commitments andcomplete at least 40 hours of volunteer work.The international company informed us that it will not be able to honour its contract with us.20) apparent: a. clear and obvious 明显的e.g. The professor said the young man had many good qualities despite his apparentassertiveness rudeness.21) wash up: wash dishes 饭后洗餐具e.g. Do Chinese husbands help to wash up after dinner?22) aspect: n..方面e.g. Dealing with people is a primary aspect of my work as a manager.23) burden: n.负担；重负e.g. I hate to be a burden on other people.She sat down on the floor and breathed heavily as though she had come up a hill with a burden beyond her strength.24) maintain:v. keep In a Certain state, position, or activity 维持；保持e.g. A police force is needed to maintain law and order.It is essential to build up and maintain a reasonable level of physical fitness.25) parenting: n.养育,抚养e.g. There are many programs aiming to teach new parents parenting skills.26) relieve...of: help(sb.)by taking (sth. heavy or difficult)from them 解除(某人)的(负担,困难等)e.g. Some people eat a lot to relieve themselves of anxieties.27) in one’s view: in one's personal opinion 在.看来；按.的看法e.g. In my view, the local government should do more for the elderly.28) responsibility:n. 责任；义务e.g. The mine owner denied all responsibility for the death of the trapped miners.A single parent has to struggle to balance work and family responsibilities.29) get...wrong: (informal) not understand correctly what(sb./sth.)means 误会e.g. Don’t get me wrong, please: I’m not quitting despite the setbacks.30) preference: n.喜好；偏好e.g. Customer preferences must be taken into consideration when designing a new product.Employers have a preference for college graduates who think critically and can communicate effectively.31) equivalent: a. equal as in value, force, or meaning 对等的e.g. His silence is equivalent to an admission of guilt.32) strike a balance: find a sensible middle point between two demands, extremes, etc.; compromise 调和；折衷e.g. The speaker set out his viewpoints on how to strike a balance between thefreedom of the press and the right to/of privacy.We have to strike a balance between offering people what they liked with the first movie and coming up with something new.33) put...in(to)perspective: judge(sth.)by considering it in relation to everything else 全面客观地看待(或判断)e.g. Before you begin to think that it might be safer to starve than to eat and run the risk of foodpoisoning, it's important to put the whole matter of food poisoning into perspective.34) barely:ad. .hardly 很少；几乎没有e.g. We had barely enough to eat, let alone to spare.It seemed that everyone was speaking and we could barely hear the speaker.35) in response to: in reaction to sth. that has happened or been said 对做出反应e.g. In response to traditional Chinese medication, the elderly gentleman quickly recovered.Step3. Learning difficult sentences structures3.3.2.2 Difficult sentences1) In my Western eyes, he was falling short of my expectations and wasn’t honoring his role as a father. (Para.6)As a Westerner, I found his conduct disappointing, and felt that he was failing to take on his responsibilities as a father.2) Our fights seemed to get us nowhere, however. (Para. 7)However, we failed to reach any agreement over the issue in spite of the arguments.3) I felt myself teetering backwards. (Para.9)I was totally shocked to hear what I was told, so much so that I felt as if I was thrown off balance.4) While the men were locked in their own conversation, I vented some of this conflict with the wife.(Para.14):While the men were engaged in talking among themselves, I voiced to the wife my complaints about the conflict.5) After getting away with not changing very many for his daughter, when the time comesTo change my mother-in-law’s diapers...(Para.16)Note that here “very many” refers to very many diapers. In speaking, “very many”in a negative context is common and acceptable.4. Comprehending Reading 1Teacher asks Ss to read aloud the new words and expressions in the margin, and guide them to sum up the different views regarding the value of praise between the author and her husband.Teacher has Ss complete Comprehension Check for Reading 1.Teacher clarifies some difficult points and do the task in Translation. 5. After Reading5.1 Viewing and ListeningTeacher introduces Viewing & Listening to the class: Cultural differences are the theme of this unit. Now we are going to hear an American teaching in China talk about the cultural differences he has observed between China and the West in general. Teacher plays the video clip once for general comprehension. Teacher plays it again for Ss to fill in the blanks. Time permitting; teacher has Ss work in pairs to discuss if they agree with the speaker’s views and why.5.2SpeakingTeacher explains the role play task by referring to the instructions. Teacher organizes a group discussion about the specific questions the TV presenter is going to ask. Ss may go over the Tips given in the box. Teacher lets Ss prepare the interview in groups of four, one playing the role of TV presenter, the others playing the roles of, respectively, Ember Swift, Yangxifu, and Sasha. The “TV presenter" makes a listof questions to be asked in the interview, and the Practicing “guests” note down the main idea of their answers to the presenter. Teacher invites at least one group to role-play it in class.5. 3 AssignmentTeacher asks Ss to skim the text and answer the questions in Comprehension Check for Reading 2.Teacher asks students to write an essay comparing and contrasting Chinese New Year celebrations with Christmas celebrations. Teacher encourages Ss to use words and expressions they’ve learnt from this unit and underline them in their essay. Teacher requires Ss to check it with the Evaluation criteria in Writing before turning in their homework.。
全新版大学进阶英语综合教程
全新版大学进阶英语综合教程
《大学进阶英语综合教程》是一本阶段性比较高的英语教材，适
合拥有初步英语基础的学生进行进一步的学习。
这本教材的目的是帮
助学生拓宽词汇量，加强语言应用能力以及提高阅读和写作水平。
在
这本教材里，学生将接触到丰富的英语教学资源，包括书面英语、口
语英语、音频、视频等，以此来提高英语的应用性和实用性。
首先，我们来看一下这本教材的特点。
《大学进阶英语综合教程》一共分为6个单元，每个单元包含阅读、听力、写作以及语法等方面。
每个单元里的内容都涵盖了英语语言中不同的领域，例如商务、时事、科技、文化等等。
每个单元还提供了丰富的助学资源，比如朗读材料、交互练习、课文注释等等，这样可以让学生更加深入地了解课文内容。
当然，这本教材还有一个很重要的特点，那就是它不仅可以帮助
学生在英语语言的基础上扩展学习内容，也可以提高学生的阅读能力。
《大学进阶英语综合教程》提供了丰富的阅读材料，这些材料包含了
各个领域的新闻、文章、短篇小说等等。
这些内容鲜活有趣，通过阅
读这些文章可以提高学生的词汇量、语言表达能力以及思考能力。
综上所述，《大学进阶英语综合教程》作为一本高阶英语教材，它的特点在于：涵盖多个领域的内容，提供多种助学资源，还可以提高学生的阅读能力。
学生在使用这本教材时，需要注重语言学习的同时加强对学习内容的理解和思考。
只有这样，在学习中不断积累，才能真正掌握英语相关技能。
虽然这本教材比较难，但是只要有恒心和毅力，相信学生们一定能够收获满满。
《新视界大学英语综合教程3》reading across culture课文翻译
Unit One通过仪式生活是否如同对生活持宿命论看法的美国作家艾伯特哈伯德在一百年前所描述的那样，是“该死的事情一桩接着一桩”？抑或是一场障碍赛跑，期间每个参赛者，即世界各地的人们，不得不在生命的各个重要阶段展现自己的价值？莎士比亚在戏剧《皆大欢喜》中提出人的一生要经历“七个年龄段”，几乎每个社会都有的通过仪式也证明，我们往往是把生命分为这几个阶段来看待的，比如，童年、中年和老年。
通过仪式是社会对个人从一个阶段走向另一个阶段的正式的认可，其中被广泛认同的是由少年步入成年时举行的成年礼。
成年礼有多种形式。
例如，在犹太传统中，人生最重要的时刻之一就是“犹太男孩成人仪式”和“犹太女孩成人仪式”，人们为年满13岁的男孩和年满12岁的女孩举办宗教仪式和家庭聚会，这标志着从此以后这个孩子要对自己的行为负责了。
这个年龄也恰恰是许多国家规定开始承担法律责任的年龄。
美国中学生活结束前的毕业舞会则是另一种通过仪式。
这次误会非同寻常，学生们不仅穿着正式（许多学生平生第一次这么穿），他们通畅还乘坐着一辆租来的豪华轿车到达误会现场。
就在那一天晚上，他们似乎要表现得和年龄是他们两倍的成年人一样，至少是看上去要比自己的实际年龄打。
世界上最有趣的通过仪式之一或许就是澳大利亚土著人呢的“徒步旅行”了。
还处于青春期的少年必须在野外独自行走六个月，沿着古老的划定版图的“歌之界”追寻祖先的足迹。
通过这样的仪式，他们深入到土著文化这一世界上最源远流长的文化的精髓之中，并在这一过程中发现自我。
Unit 3西方艺术史上最好的五幅画作史上最伟大的画作有哪些？每个人都有他自己最喜爱的作品，但是要从浩如烟海的西方艺术精品中选出几幅最好的，可能是一件费力不讨好的事情。
不过，下面这五幅画可能在任何人的选单上都会高居榜首。
其中最有名的可能就会是列奥纳多《蒙娜丽莎》，现藏于巴黎的卢浮宫。
你看着这幅精妙的画越久，它就变得越神秘。
这位目光始终追随着我们、对我们带来如此大的影响的画中人到底是谁？正如一位著名评论家所说的，她看上去比她坐着的石头还要古老。
李荫华《全新版大学英语综合教程(3)》(第2版)学习指南【词汇短语+课文精解+全文翻译+练习答案】
李荫华《全新版大学英语综合教程（3）》（第2版）学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】目录Unit 1 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 2 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 3 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 4 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 5 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 6 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 7 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 8 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案弘博学习网————各类考试资料全收录内容简介本书是《全新版大学英语综合教程（3）》（第2版）的配套辅导用书，按照原教材的课次进行编写，每单元涉及词汇短语、课文精解、全文翻译以及练习答案内容。
词汇短语中精选每单元的重、难点词汇，每个词后除了释义，还给出了相应的例句，及一些常用的搭配、词组、助记方法等。
课文精解从文中选出重点句子及难以理解的句子加以讲解，其中包括对句子结构分析、相关知识点讲解和延伸。
全文翻译是在参阅了大量与教材相关用书的基础上总结编写而成的。
练习答案提供每单元习题的参考答案。
本书旨在帮助学生更好、更高效地学习和掌握教程中的重点及难点知识，具有很强的针对性和实用性。
在编写过程中，该书力求突出重点，答疑难点，语言言简意赅，讲解深入浅出，希望它能得到广大英语学习者的喜爱和认可。
弘博学习网————各类考试资料全收录Unit 1一、词汇短语Text Aget by通过；过得去；过活；获得认可【例句】No one is able to get by without oxygen. 没有氧气人不能维持生命。
frustration [frQs5treiFEn] n. 挫败；挫折；受挫【例句】He ground his teeth （together） in frustration. 他因失败而把牙咬得咯咯响。
新标准大学英语综合教程3 (3)
新标准大学英语综合教程3一、教材简介《新标准大学英语综合教程3》是一本适用于大学英语教育的综合教材。
该教材主要针对学习者在进阶阶段，旨在提升学生英语综合运用的能力。
本教材分为四个模块，分别为听说模块、阅读模块、写作模块和翻译模块。
每个模块以其独特的学习目标和教学方法，帮助学生全面提升英语能力。
二、教材特点1. 系统化的学习内容该教材所包含的内容十分系统化，涵盖了英语听、说、读、写和翻译等多个方面的技能。
每个模块都精心设计，通过一系列的学习活动和练习，帮助学生逐步激发和培养英语学习的兴趣，提升英语的各项能力。
2. 多样化的任务设置在每个模块中，教材针对不同的语言技能，设置了各种多样化的任务。
这些任务可以帮助学生积极参与，提高他们的学习动力和学习效果。
通过与同学的小组合作、角色扮演、讨论以及实际情境的模拟等形式的任务，学生可以在实践中巩固所学知识，提高语言运用的能力。
3. 基于真实语言环境的教学为了使学生更好地适应实际语言环境，教材在设计上充分考虑学生的实际需求。
教材中的对话、文章和练习都以真实的语言环境为基础，使学生在学习过程中更好地理解和掌握英语的实际应用。
4. 充实的语言知识点教材中不仅包含大量的语言技能训练，还注重语言知识的灵活运用。
通过生动的例子和实际的语言材料，教材帮助学生掌握重要的语法知识、词汇和短语，提高他们的语言表达能力和理解能力。
三、教学模块介绍1. 听说模块听说模块是该教材的第一个模块，主要意在提高学生的听力和口语交流能力。
在这个模块中，教材中提供了丰富的听力材料，通过听取短对话、长对话和文章，学生可以提高他们的听力理解能力，并且参与各种口语活动，如问答、讨论和演讲等，以提高他们的口语表达能力。
2. 阅读模块阅读模块是教材的第二个模块，旨在提高学生的阅读理解能力。
通过阅读各种不同类型的文章，学生可以从中获取有关课文内容的信息，并通过阅读理解题来巩固对文章的理解。
同时，教材中还设置了一些扩展阅读材料，以帮助学生提高阅读能力，拓宽他们的知识面。
全新版大学英语综合教程3
全新版大学英语综合教程3在全新版大学英语综合教程3中，我们探索了英语学习的更深层次。
这一版本的教材旨在帮助学生更好地理解和运用英语，提高他们的语言能力。
下面将介绍一些教材中的关键内容和特点。
内容概要全新版大学英语综合教程3涵盖了广泛的主题，从日常生活到专业领域，涵盖了听力、口语、阅读和写作等各个方面。
教材中的内容丰富多样，旨在激发学生学习英语的兴趣。
听力教材包含大量生活化的听力材料，涉及日常对话、新闻报道、学术演讲等各种场景。
通过这些听力训练，学生可以提高自己的听力理解能力。
口语教材中的口语练习旨在帮助学生流利表达自己的观点和想法。
通过大量的口语练习，学生可以提高自己的口语表达能力。
阅读教材中精选了各种生活化和专业化的阅读材料，旨在提高学生的阅读能力和理解能力。
学生可以在阅读中了解不同文化背景下的观点和看法。
写作教材中的写作练习涵盖了说明文、议论文、作文等多种写作形式。
通过这些练习，学生可以提高自己的写作水平和表达能力。
特点全新版大学英语综合教程3具有以下特点：1.任务驱动：教材以任务为导向，通过实际任务来激发学生学习英语的兴趣。
2.交际导向：教材注重培养学生的交际能力，帮助他们更好地与他人沟通。
3.文化贯通：教材涵盖了丰富的文化内容，帮助学生了解和理解不同文化背景下的观点和看法。
4.多样化练习：教材中的练习形式多样，涵盖了听力、口语、阅读和写作等各个方面，帮助学生全面提高英语能力。
结语全新版大学英语综合教程3是一本全面、生动的英语教材，旨在帮助学生更好地学习和应用英语。
通过学习这本教材，学生可以提高自己的语言能力，拓展自己的视野，更好地适应全球化的社会环境。
希望学生们能够认真学习和实践其中的内容，不断提高自己的英语水平。
新进阶3 综合Unit 3
New Progressive College English Book III UNIT 3 Cultural DifferencesUnit 1 Cultural Differences1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguisticallyB. illustrate the concept of cultural shock by giving examplesC. learn languages, e.g. words, phrases, difficult structureD. become familiar with the writing of a comparison/contrast essay2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences) 2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures)4th Period: Detailed reading Activities (Learning new words, summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation))6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher introduces the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life.Step 2: Discussion about cultural differencesThe teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture.Method: Using task-based language teaching method, communicative approach.3.2 Global readingStep1. Approaching the themeThe teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family. Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts.Method: PPT; communicative approach.Step2. Analyzing the text organizationThe teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail.Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-three paragraphs), invite students to answer questions related difficult sentences and understanding of each paragraph.2) Help Ss find out the good usage in the text and underlined them.3) Learn new words in details.Purpose: Further understand the text and train scanning ability to learn difficult sentence structures as well as new words and expressions.Method:Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach.Step1. Understanding the text in a deeper levelParas.6Q. What made the author so mad about her husband that they began to fight over childcare duties? A: The fact that he wasn’t taking on half of the childcare duties, and he thought it was more important to spend time on his work than on his daughter, and his expectation that his mother would do all the housework he was supposed to do.Para.8Q: How did her mother-in-law explain her role in the family?A: Her mother-in-law explained that her role in the family was to lighten the burden of her son, allowing him to keep his former way of life, and to help her daughter-in-law out with parenting and household management.Para.9Q: What did the author think of her mother-in-law’s explanation?A: She thought it was absolutely unacceptable, because, in her view, her husband is one of two parents, and therefore their daughter should be half his responsibility; and she married her husband, not her mother-in-law.Para.13Q: How come her husband, unlike the author, failed to adopt daily habits around the schedule of her daughter?A: He obviously believed that mothers are the primary caregiver of children and this was the normal difference between mothers and fathers.Paras.16Q: How did the author react when she was told that, now that he mother-in-law helped her out by taking care of he daughter, it was her responsibility to take care of her mother-in-law when she was old?A: She totally rejected the idea, because she thought what her mother-in-law did was fulfilling the parenting responsibility of her husband, therefore it was her husband's responsibility to take care of his own mother when she was old.3.3.2 Language FocusStep2. Learning useful expressions3.3.2.1 Difficult words and phrases1) work out: find the solution to(a problem or question) 想出、得到(解决方法)e.g. It's important to work out a solution rather than engage in endless discussion.2) presence: n.存在；到场e.g. It's natural for a child to be chatting away in the presence of a loving parent. The tension ofthe protesters grew with the presence of police.3) extreme: a.(of views or actions)very different from what people accept as reasonable or normal激的；过激的e.g. Extreme views sometimes can become very popular.Soldiers are trained to carry out orders even if they sound extreme.4) leave behind: depart and not take along 离开；地下e.g. The rough sea crossing served only to emphasize the peace we had left behind.The taxi driver always reminds his passengers not to leave behind their belongings.5) prominent: a. outstanding, important 笑出的；重要的e.g. I want our brand name to appear in the most prominent position of the stadium.We celebrate the Dragon Boat Festival in memory of a prominent ancient Chinese poet.6) primary: a. main 主要的e.g. The young man failed to see that the primary cause of his failure was his laziness and inaction.7) sacrifice: n.牺性；舍弃e.g. It is common for women to make lots of sacrifice for the family.The downside of a self-driving car is the sacrifice of the pleasure of driving.8) bonus: n.意外收获;红利;奖金e.g. I received a box of cookies as a bonus when I bought coffee at a cafe yesterday.Our salesperson's pay is made up of a base salary(about 60% of their total income)and a bonus(about 40% of their total income).9) occasional:a. occurring from time to time 偶尔的e.g. To the occasional swimmer, a season ticket is a waste of money.10) devotion: n.奉献,全身心投入e.g. The scientist who passed away last week was fondly remembered for his total devotion to science.11) household:n. the people of a house collectively 家庭e.g. She got up to prepare breakfast while the rest of the household was still asleep.12) look over one's shoulder: keep watch for danger or threats to oneself 不安；小心提防e.g. It was midnight when I left my office and on my way back home I kept looking over my shoulder to see if there was anyone tailing me.13) repay: vt. do sth. in return for a favor 报答:偿还e.g. There had never been any doubt in her mind that she would look after her parents in their oldage; they had given up a lot for her, she said, and that was how she would repay them. The company has to sell a building to repay its debt.14) kindness: n..仁慈；普行e.g. Very often it would be a kindness to tell a piece of bad news straight away.15) grateful: a. thankful 感激的e.g. The war refugees are very grateful to the local government for the timely help.16) phase: n..阶段；时期e.g. The minister claimed in his speech that the manufacturing industry was entering a verydifferent phase with the rapid growth of artificial intelligence.College marks a particular phase in a young person's life, the phase of newly gained independence.17) in one's eyes/in the eyes of: in the opinion of, from the perspective of 在.心日中e.g. The educator pointed out that a child could do no wrong in the eyes of some parents.18) fall short of: fail to satisfy 达不到，不符合e.g. I tried my best, yet my performance still fell short of my hopes.19) hono(u)r: vt. do what is required by a promise or a contract 信守；执行e.g. High school students in Shanghai must honour their community service commitments andcomplete at least 40 hours of volunteer work.The international company informed us that it will not be able to honour its contract with us.20) apparent: a. clear and obvious 明显的e.g. The professor said the young man had many good qualities despite his apparentassertiveness rudeness.21) wash up: wash dishes 饭后洗餐具e.g. Do Chinese husbands help to wash up after dinner?22) aspect: n..方面e.g. Dealing with people is a primary aspect of my work as a manager.23) burden: n.负担；重负e.g. I hate to be a burden on other people.She sat down on the floor and breathed heavily as though she had come up a hill with a burden beyond her strength.24) maintain:v. keep In a Certain state, position, or activity 维持；保持e.g. A police force is needed to maintain law and order.It is essential to build up and maintain a reasonable level of physical fitness.25) parenting: n.养育,抚养e.g. There are many programs aiming to teach new parents parenting skills.26) relieve...of: help(sb.)by taking (sth. heavy or difficult)from them 解除(某人)的(负担,困难等)e.g. Some people eat a lot to relieve themselves of anxieties.27) in one’s view: in one's personal opinion 在.看来；按.的看法e.g. In my view, the local government should do more for the elderly.28) responsibility:n. 责任；义务e.g. The mine owner denied all responsibility for the death of the trapped miners.A single parent has to struggle to balance work and family responsibilities.29) get...wrong: (informal) not understand correctly what(sb./sth.)means 误会e.g. Don’t get me wrong, please: I’m not quitting despite the setbacks.30) preference: n.喜好；偏好e.g. Customer preferences must be taken into consideration when designing a new product.Employers have a preference for college graduates who think critically and can communicate effectively.31) equivalent: a. equal as in value, force, or meaning 对等的e.g. His silence is equivalent to an admission of guilt.32) strike a balance:find a sensible middle point between two demands, extremes, etc.; compromise 调和；折衷e.g. The speaker set out his viewpoints on how to strike a balance between the freedom of thepress and the right to/of privacy.We have to strike a balance between offering people what they liked with the first movie and coming up with something new.33) put...in(to)perspective: judge(sth.)by considering it in relation to everything else 全面客观地看待(或判断)e.g. Before you begin to think that it might be safer to starve than to eat and run the risk of foodpoisoning, it's important to put the whole matter of food poisoning into perspective.34) barely:ad. .hardly 很少；几乎没有e.g. We had barely enough to eat, let alone to spare.It seemed that everyone was speaking and we could barely hear the speaker.35) in response to: in reaction to sth. that has happened or been said 对做出反应e.g. In response to traditional Chinese medication, the elderly gentleman quickly recovered.Step3. Learning difficult sentences structures3.3.2.2 Difficult sentences1) In my Western eyes, he was falling short of my expectations and wasn’t honoring his role as a father. (Para.6)As a Westerner, I found his conduct disappointing, and felt that he was failing to take on his responsibilities as a father.2) Our fights seemed to get us nowhere, however. (Para. 7)However, we failed to reach any agreement over the issue in spite of the arguments.3) I felt myself teetering backwards. (Para.9)I was totally shocked to hear what I was told, so much so that I felt as if I was thrown off balance.4) While the men were locked in their own conversation, I vented some of this conflict with the wife.(Para.14):While the men were engaged in talking among themselves, I voiced to the wife my complaints about the conflict.5) After getting away with not changing very many for his daughter, when the time comesTo change my mother-in-law’s diapers...(Para.16)Note that here “very many” refers to very many diapers. In speaking, “very many” in a negative context is common and acceptable.4. Comprehending Reading 1Teacher asks Ss to read aloud the new words and expressions in the margin, and guide them to sum up the different views regarding the value of praise between the author and her husband.Teacher has Ss complete Comprehension Check for Reading 1.Teacher clarifies some difficult points and do the task in Translation.5. After Reading5.1 Viewing and ListeningTeacher introduces Viewing & Listening to the class: Cultural differences are the theme of this unit. Now we are going to hear an American teaching in China talk about the cultural differences he has observed between China and the West in general. Teacher plays the video clip once for general comprehension. Teacher plays it again for Ss to fill in the blanks. Time permitting; teacher has Ss work in pairs to discuss if they agree with the speaker’s views and why.5.2SpeakingTeacher explains the role play task by referring to the instructions. Teacher organizes a group discussion about the specific questions the TV presenter is going to ask. Ss may go over the Tips given in the box. Teacher lets Ss prepare the interview in groups of four, one playing the role of TV presenter, the others playing the roles of, respectively, Ember Swift, Yangxifu, and Sasha. The “TV presenter" makes a list of questions to be asked in the interview, and the Practicing “guests”note down the main idea of their answers to the presenter. Teacher invites at least one group to role-play it in class.5. 3 AssignmentTeacher asks Ss to skim the text and answer the questions in Comprehension Check for Reading 2.Teacher asks students to write an essay comparing and contrasting Chinese New Year celebrations with Christmas celebrations. Teacher encourages Ss to use words and expressions they’ve learnt from this unit and underline them in their essay. Teacher requires Ss to check it with the Evaluation criteria in Writing before turning in their homework.。
小学英语教程2023年新标准
小学英语教程2023年新标准引言本教程旨在为小学阶段的英语研究者提供全面、系统的英语研究资源。
本教程遵循我国2023年新课程标准，内容丰富，结构清晰，适合各版本教材的同步研究。
通过本教程的研究，学生将能够掌握英语基础知识，提高听、说、读、写四项基本技能，培养良好的语言运用能力。
教程内容第一部分：语音知识1. 音标研究：介绍国际音标的基本知识，帮助学生掌握音标发音规则。
2. 语音练：通过大量练，提高学生的发音准确性。
第二部分：词汇与语法1. 词汇研究：涵盖小学阶段常用词汇，注重词汇的实用性和拓展性。
2. 语法讲解：系统讲解小学阶段的主要语法知识点，结合实例进行讲解。
第三部分：听力训练1. 听力材料：选取日常生活、校园场景等不同类型的听力材料，提高学生的听力理解能力。
2. 听力练：设计不同难度的听力练题，巩固所学知识。
第四部分：口语交流1. 情景对话：提供各种真实场景的对话材料，培养学生的口语表达能力。
2. 口语练：组织丰富的口语活动，提高学生的口语交际能力。
第五部分：阅读理解1. 阅读材料：选取适合小学生阅读的英语故事、文章等，提高学生的阅读兴趣。
2. 阅读练：设计不同难度的阅读练题，培养学生的阅读理解能力。
第六部分：写作技巧1. 写作指导：系统讲解写作的基本技巧，包括句子结构、段落划分等。
2. 写作练：提供各种类型的写作题目，帮助学生提高写作能力。
结语通过本教程的研究，学生将能够掌握小学阶段英语基础知识，提高综合运用英语的能力。
同时，本教程还注重培养学生的研究兴趣，激发学生主动探索英语世界的热情。
希望本教程能够成为广大小学生研究英语的良师益友。
POA理论下的大学英语课程思政教学设计
POA理论下的大学英语课程思政教学设计摘 要：一直以来，重讲授、轻输出是大学英语教学普遍存在的问题，而产出导向法（POA）理论的提出为解决这一问题提供了具体指引。
在课程思政建设背景下，如何将思政元素合理地融入课堂教学成了值得探讨的问题。
本文在POA理论框架下，阐述了如何将课程思政融入大学英语教学。
旨在帮助大学英语教师探索出适合本校的课堂教学思路和方法，提高学生的语言应用能力和文化自信，讲好中国故事。
关键词：产出导向理论；课程思政；教学设计作者简介：李雪（1989.02-），女，云南丽江人，丽江文化旅游学院，讲师，硕士，研究方向：二语习得、英语教学法。
课程思政是近年来教育领域的热点话题，但现在大部分课程思政教学缺乏完整的体系，很多教师所挖掘的思政元素繁复杂乱，没有主线，与教学内容没有有机融合，“盖浇饭”的现象仍不在少数。
本文依托文秋芳提出的产出导向法（POA）理论，重点探讨如何将思政元素有机融入课堂教学，做到润物无声，同时，本文将以《全新版大学进阶英语：综合教程3》第三单元“Cultural Differences”为例，着重探讨在POA体系下，如何设计并实施驱动、促成和产出三个教学环节。
一、课程思政融入基于产出导向法的大学英语教学大学英语作为一门公共必修课程，在大学教学中占有举足轻重的位置。
传统的大学英语教学以课文讲授为主，重知识传授、轻语言使用，教师认为内化知识、使用语言是学生自己的事，与教师没有太大关系。
而产出导向法一改重学轻用这一做法，强调学生的输出以及实际应用知识的能力。
产出导向法基于学习中心说，学用一体说以及关键能力说，将教学分为驱动、促成和评价的三个环节，师生共建高效课堂。
《高等学校课程思政建设指导纲要》中指出，全面推进课程思政建设，必须将价值塑造、知识传授和能力培养三者融为一体，将显性教育和隐形教育相统一，形成协同效应，构建全员全过程全方位育人大格局。
但一些大学英语教师只注重语言技能的训练，忽视了对学生价值观的塑造和品德的培养。
新标准大学英语综合教程3课文翻译
新标准大学英语综合教程3课文翻译Unit1-1Catching crabs1 In the fall of our final year, our mood changed. The relaxed atmosphere of the preceding summer semester, the impromptu ball games, the boating on the Charles River, the late-night parties had disappeared, and we all started to get our heads down, studying late, and attendance at classes rose steeply again. We all sensed we were coming to the end of our stay here, that we would never get a chance like this again, and we became determined not to waste it. Most important of course were the final exams in April and May in the following year. No one wanted the humiliation of finishing last in class, so the peer group pressure to work hard was strong. Libraries which were once empty after five o'clock in the afternoon were standing room only until the early hours of the morning, and guys wore the bags under their eyes and their pale, sleepy faces with pride, like medals proving their diligence.2 But there was something else. At the back of everyone's mind was what we would do next, when we left university in a few months' time. It wasn't always the high flyers with the top grades who knew what they were going to do. Quite often it was the quieter, less impressive students who had the next stages of their life mapped out. One had landed a job in his brother's advertising firm in Madison Avenue, another had got a script under provisional acceptance in Hollywood. The most ambitious student among us was going to work as a party activist at a local level. We all saw him ending up in the Senate or in Congress one day. But most people were either looking to continue their studies, or to make a living with a white-collar job in a bank, local government, or anything which would pay them enough to have a comfortable time in their early twenties, and then settle down with a family, a mortgage and some hope of promotion.3 I went home at Thanksgiving, and inevitably, my brothers and sisters kept asking me what I was planning to do. I didn't know what to say. Actually, I did know what to say, but I thought they'd probably criticize me, so I told them what 抓螃蟹1.大学最后一年的秋天，我们的心情变了。
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exercises. 3.3.Train students to enjoy shopping with others.
Studying Important points:
Learn the text and understand the main idea. Understand the whole text by doing the exercises.
3.If you are there to help others make selections（帮别人挑选）， remember to let them know where you are.
4. You may get to see the game that you thought you might miss.
Studying Difficulty:
Train students to enjoy shopping with others .
Step One：Review Phrases
1.购物
do shopping
2.试穿
try on
3.试衣间
the fitting room
4.写下
write down
(你以为你可能错过的) while shopping. 5. Write down the thingsyou would like to have but can’t afford(你
想要但买不起的)now.
Step Five: Summary
How to enjoy shopping with others:
1. Sometimes you have to do shopping with others (和别人一起
购物)
2. Treating yourself to something when you are shopping
with others saves you from being bored . (使你不感到无趣)
Listen to the tape, then answer the following questions.
1. What do you usually do to avoid being bored when you are shopping with others?
2. According to the text, what do you do while you are waiting?
新阶段综合 英语教程3
授课教师：冯小芳 授课班级：12级5.1班
Unit3 Shopping for Joys
Part3 How to Enjoy Shopping with Others
Studying Aims:
1.Learn the text and understand the main idea; 2.2. Understand the whole text by doing the
3. What do you do when your aunt’s children for back-toschool shopping?
Step Four: Practice in Class
Complete the following sentences according to the text.
5.游览橱窗
window shop
6.休息一下
take a break
7.做出选择
make a selection
8.返校购物
back-to-school shopping
9.列出清单
make a list
10.给某人一个机会做某事 give sb. a chance to do sth.
Step Three: New Article
some tips
1. bring a book to read while you are waiting; 2. look for clothing for yourself ;
3. make a list of things you need; 4. watch TV ; 5. window shop while you are waiting;
6. take a break for lunch.
Step Six: Homework
1. Review the main idea of this text. 2. Preview Part4. 3. Finish the exercise B ( page 30).
GOODBYE
敬请提出 宝贵意见！