新编英语教程第三册unit1教案资料
新编英语教程-3-Unit-1-My-first-job
Unit 1 My first jobTeaching objectives1. to be familiar with the writing style of narration2. to be familiar with the uses of the –ing and –ed participles3. to be familiar with the building style of the Victorian age4. to be familiar with the school system in the U.K.text 1Teaching procedureI. pre-reading questions1.Self-introduction2. How did you spend your summer holiday? Anything interesting/special to share with the whole class?3.How many of you hold a part-time job? Can you tell us your experience of getting the first job? Were you interviewed by the child’s parents or the head of the school?II. the main idea（3 minutes for reading）1. choosing the statement best sum up the content2. reading comprehension in work book P1（1）discussing and checking the answers in group（2）checking the answersIII. reading or listening to the recording again1. for new words and expressions2. for difficult sentences（1）find out sentences employing –ing or –ed participles and –ing or –ed phrasesIV.Main ideas of each paragraph:-school ten miles away (para.1)-uncertainty before interview-inconvenient transportation (para.2)( awful journey to school)-state of mind after the journey-simple description of schoolhouse (para.3)-environment around the schoolhouse- simple description of the schoolhouse(poor surroundings)-simple description of the schoolmaster (para.4)(unfavorable impression)-simple description of the hallway (para.5)-simple description of the study-the questions asked of me-my answer-my reaction-the pupils at the school (para.6)--terrible teaching program/set-up-my responsibilities (para.7)-my annoyance (para.8)(meager salary)-the last straw (para.9)(working under a woman)V．analysis of the textParagraph 1Q1: Why did the author apply for the job?1. a teaching post …: 宾语后置（postponement, 强调）New information, key partsand long or complicated information are often put at the end of the sentence. ·We heard from his own lips the story of how he had been caught in a trap for days without food.2. teaching post: -ing participle modifying “post”3. advised at a school: -ed participle, function as object complement4. being very short of money: adverbial（reason）→adverbial clause of cause or reasonAs I was short of money and w anted to do something useful,…Being in poor health and lacking in teaching experience, he was dismissed.Not having his telephone number, I couldn’t ring him back.5. experience of teaching: gerund = teaching experience: -ing participle6.chances of landing the job: gerund, there is little possibility of7. short of: short of1) having an inadequate supply of: …供给不够的：We're short of cash. 我们现在现金不足。
新编英语教程第三第一册unit
on a … basis / on the basis of 以...为根据, 在...基础上 [搭配] daily, monthly, weekly, etc. 按日、按月、每周等 regular 有规律的方式 They charge customers on an hourly basis. 他们按钟点向顾客收费。 Don't evaluate a person on the basis of appearance. 不要以貌取人。
keep them free from harm.
母鸡把小鸡护在翅膀下,保护它们免受伤害.
Our new products are made of materials free from pollution.
我们的新产品是由无污染材料制成的.
第9页/共19页
hustle and bustle busy energetic activity 熙熙攘攘; 忙碌喧闹 I hate the hustle and bustle of holiday shopping. 我讨厌节假日购物挤来挤去的.
第15页/共19页
adjust to 调整, 调节 My eyes haven't adjusted to the dark yet. 我的眼睛还没有适应黑暗。 Animals adjust themselves to their environment. 动物能适应自己生活的环境。 It is difficult to adjust one's habits to someone else. 一个人很难使自己的习惯适于他人。
第17页/共19页
available: a. ③(informal) not currently involved in a sexual or romantic relationship (非正式)独身的，单身的 There's no available women here. 这儿没有单身女人。 [antonym] unavailable avail: v. 利用; 有益于 avail oneself of: 利用… availability: n. 可用性
新编英语教程3Unit 1 text 1 words
Come on! Write down!
•4. Dreary: gloomy, cheerless 暗淡阴沉、无聊 a dreary day， •练习：明天我还得出席另一场沉闷的会议，然后处理那些已成 不变的繁文缛节. • Tomorrow I will have got to attend another dreary meeting and deal with the same old dreary routine. •5. Rotund : 圆胖的 （幽默说法） •6. ample: more than enough in size or scope or capacity, abundant • Ample stomach 大肚子 ample chest 宽阔的胸膛 • 程度：Ample/sufficient> enough > adequate •7. Air : …态度、神情、样子 with an air of … / With a … air •e.g. She smiled with an air of triumph. • He looked at me with a knowing air.(他一副会意的神情) • He assumes an air of superiority. •补充： put on airs with sb: 对…摆架子
• • • He can always respond well when in awkward situation. • 比较： clumsy 是强调人固有的做事毛糙属性 • The clumsy waiter has dropped 4 plates this week. • You are /I am such a clumse ! (口语：你真是毛糙啊！) • 3. Summon: fml. 传唤，召唤 summons （这是原形） 法庭传票 1). Republican leaders were summoned to the White House for a brief meeting. • (= to formally order or ask someone to come to a particular place) • 2). I finally summoned the courage to ask my father to lend me the car. • (= to make a great effort to use one’s strength, courage, energy, etc.)
新编英语教程第三版第三册·U1
新编英语教程（第三版）第三册
Unit 1 My First Job
My First Job While I was waiting to enter university, I saw in a local newspaper a teaching post advertised at a school in a suburb of London about ten miles from where I lived. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim.
新编英语教程（第三版）第三册
Unit 1 My First Job
However, three days later a letter arrived, summoning me to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a tenminute bus ride and then a walk of at least a quarter of a mile. As a result I arrived on a hot June morning too depressed to feel nervous.
新编英语教程（第三版ቤተ መጻሕፍቲ ባይዱ第三册
Unit 1 My First Job
新标准大学英语综合教程第三册UNIT 1
Active reading 1: Embarkation
Talking about worries
Discuss the topics in groups.
1. What does the song tell us about the worries of finalyear students? Saying a good-bye to all their college friends Thinking about a job for the future 2. Apart from what has been mentioned in the song, what else worries final-year students? Passing the final exams
Mapping Embarkation
Navigation
Destination Resources
Active reading 1: Mapping
Getting tips on how to get to know oneself Learning to use narrative devices Learning to interpret underlying meaning
walk with Kings keep your virtue nor lose the common touch
2. What advice is he giving?
Mix with other people.
Being virtuous and able to meet all sorts of common people. all men count with you not to be hurt by others and to respect people. to use time effectively. 3. Is it good advice?
新编英语教程3Unit1Myfirstjob
Unit 1 My first jobTeaching objectives1. to be familiar with the writing style of narration2. to be familiar with the uses of the–ing and–ed participles3.to be familiar with the building style of the Victorian age4.to be familiar with the school system in the U.K.text 1Teaching procedureI. pre-reading questions1.Self-introduction2.How did you spend your summer holiday? Anything interesting/special to share with the wholeclass?3.How many of you hold a part-time job? Can you tell us your experience of getting the first job?Were you interviewed by the child’ s parents or the head of the school?II. the main idea（3 minutes for reading）1.choosing the statement best sum up the content2.reading comprehension in work book P1（1） discussing and checking the answers in group（2） checking the answersIII.reading or listening to the recordingagain 1. for new words and expressions2. for difficult sentences（ 1） find out sentences employing–ing or –ed participles and–ing or–ed phrasesIV. Main ideas of each paragraph:-school ten miles away (para.1)-uncertainty before interview-inconvenient transportation (para.2)( awful journey to school)-state of mind after the journey-simple description of schoolhouse (para.3)-environment around the schoolhouse-simple description of theschoolhouse (poor surroundings)-simple description of the schoolmaster (para.4)(unfavorable impression)-simple description of the hallway (para.5)-simple description of the study-the questions asked ofme -my answer-my reaction-the pupils at the school (para.6)--terrible teaching program/set-up-my responsibilities (para.7)-my annoyance (para.8)(meager salary)-the last straw (para.9)(working under a woman)V． analysis of the textParagraph 1Q1: Why did the author apply for the job?1. a teaching post⋯ :后置（postponement,）New information, key partsand long or complicated information are often put at the end of the sentence.·We heard from his own lips the story of how he had been caught in a trap for days without food.2. teaching post: -ing participle modifying“ post”3.advised at a school: -ed participle, function as object complement4.being very short of money: adverbial（reason）→ adverbial clause of cause or reasonAs I was short of money and wanted to do something useful, ⋯ Being inpoor health and lacking in teaching experience, he was dismissed.Not having his telephone number, I couldn’ t ring him back.5. experience of teaching: gerund = teaching experience: -ing participle6.chances of landing the job: gerund, there is little possibility of7. short of: short of1)having an inadequate supply of: ⋯供不的：We're short of cash. 我在金不足。
新编英语教程 3 Unit 1 My first job
Reorder and retell
Victorian house
A Victorian house is a house typical of the time Queen Victoria(1819— 1901)reigned over Britain. From the sentence we may visualize a house with triangular upper parts of the wall at the end of a ridged roof and with large windows of two frames which open by sliding one frame up or down behind or in front of the other.
working under the headmaster’s wife. F
Writing style and structure of the text
• It is a piece of Narration. Told in the first person, the text gives a vivid and detailed account of the author’s applying for a job before going to college.
I and the headteacher Line 1 - 5 Line 6 - 38 Line 39 - 40
新编实用英语综合教程3Unit1PromotingA
TV sets?
George: A lot should be done at present. First, we should make some estimates on
packaging. Many products sell better simply because of their attractive-looking
Mr. Hu: Yes, I believe so.
Ms. Li: Why do you think so?
Mr. Hu: Well, you see, with the fast development of modern technology,
4 __p_eo_p_l_e_’s_l_iv_i_n_g_c_o_n_d_it_io_n_s_h_a_v_e_g_r_e_a_tl_y_i_m_p_r_o_v_e_d_i_n_r_e_ce_n_t_y_e_a_r_s__.
What You Should Know About
1. Some basic promotion methods 2. Product prospectuses
2021/3/10
1 Unit | One
Talking Face to Face
Section Ⅰ
Section Ⅱ
Being All Ears
Miss Gao: But their products won’t be staying on the shelves of supermarkets for nothing.
We have no reason to feel relaxed.
George: That’s right.
2021/3/10
新编英语教程(第三版)第3册电子教案
Book IIIUnit 1 (2)Unit 2 (4)Unit 3 (6)Unit 4 (8)Unit 5 (10)Unit 6 (12)Unit 7 (14)Unit 8 (16)Unit 9 (17)Unit 10 (19)(6 hours) (19)Unit 11 (21)Unit 12 (23)Unit 13 (24)Unit 14 (26)Unit 15 (27)Unit 1(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to h elp to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narrationand practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile ofIII. Teaching Procedures: (4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson:1). Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the main idea;3). Do the guesswork of vocabulary;4). Study Text I intensively;5). Answer the questions of Text I both in SB (student’s book) and B(workbook)orally;6). Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7). Do oral work;8).Study the main points of guided writing, including theinformation about précis writing, paragraph writing of narration and description, and the heading and salutation of a letter;9). Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the jobchances of doing sth.land: succeed in getting sth.E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.2. summon sb. to do sth.3. …smell unpleasantly of stale cabbagesmell of: give out the smell of scent ofE.g. smell of brandy/paint/garlicHis accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to doprecede: come, go or happen just before sth. precede sth (with sth)E.g. proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5. attach importance to sth.; consider… importantE.g. attach much importance/weight/significance to the theory6. have sth. in common7. not so much…but the fact that…E.g. It was not so much there being no councils of workers, peasants and soldiersworthy of the mane, but the fact that they were very few.8. the last straw: an addition to a set of troubles which makes one unbearableE.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II1.prompt sb. to do sth or prompt sth: urge or causeE.g. His action was prompted by fear.Hunger prompted him to steal.2. Feeling anything but well.: feeling far from being wellanything but (恰恰不,才不) nothing/nobody but (正是,只是)all but(几乎,差一点)E.g. She looks anything but well. ( She looks ill.)You have nobody but yourself to blame.The thief has all but succeeded in escaping.3. be set on/upon (doing) sth: be determined to do, make up one’s mind4. get round to doing sth.: find time to do sth. at lastE.g. After a long delay, he got around to writing the letter.5. instill sth. in/into sbinstill: to put (ideas feelings, etc.) gradually but firmly into someone’s mind by a continuous effortE.g. instill the idea of discipline and obedience into new soldiers6. It was more a cross-examination than an interview.7. In due course, you will hear from us.Due: right and properE.g. He has his due reward.Unit 2(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice italong with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, preyIII. Teaching Procedures: (4 hours)1.Review the main points in last class;2.Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) andWB(workbook) orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraphof description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.He looked his goodbye at the garden.: He said his goodbye by looking at thegarden.2.cling toE.g. She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to beadjusted to a new condition, idea, or an event4.at such short notice: with little time for preparationE.g. The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilledcondition at present, in the past or in the future. The verb is generally in the past or past perfect.E.g. If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sthE.g. I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped upE.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II1.hoax: deceive, play tricks on sbhoax sb with sth, hoax sb into doing sthcoax: get sb to do sth by kindness or patiencecoax sb to do sth, coax sb into/out of doing sth2.needless to say3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influencedE.g. Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…fromE.g. A doctor’s note will exempt you from physical education.VI. Some information about April Fool’s DayApril Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.Unit 3(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice italong with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive s kills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdueIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answe r the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronologicalorder, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.consent: agreement or permission (v. n.)consent to sth.E.g. The young couple won/obtain/had their parent s’consent to theirmarriage.Shakespeare is, by common consent(公认), the greatest Englishdramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no differenceE.g. A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice5.purple with angergreen with envyash-white with terror6.My watch gains/loses a minute every day.V. Language points for Text II1.refer to sth as sth2.literally: really, without exaggeration; word for word, strictlyE.g. The children were literally starving.translate literally; carry out orders too literally3.vanish into thin air: disappear completely4.contribute to: help to cause sthE.g. Plenty of fresh air contributes to good health.Unit 4(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation toimprove students’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliantIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Answer the pre-reading questions orally;2) Allow students 4 minutes for rapid reading and 10 minutes for writing down themain idea for each paragraph;3）Do the guesswork of vocabulary;4）Study Text I intensively;5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7）Do oral work;8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9）Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. be comfortably/well /better/best/badly/worse/worst off2. amount to: add up to, reach; be equal in meaning, be the same asE.g. Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literatureE.g. literary works; literary styleliteral: being or following the exact or original meaning of a wordE.g. literal meaning ←→figurative meaningliteral translation ←→free translationliterate: able to read and write4.conviction: the feeling of being sure about sthE.g. It’s my conviction that our team will win the game.convict: declare sb is guiltyconvict sb. of sth5.realize in a flashV. Language points for Text II1.be apprenticed to2.set foot on the road to sthVI. More Information on William ShakespeareOne of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the worl d’s literature. His close friend, the playwright Ben Johnson, said of him that he was “not of an age, but for all time.”His works are a great landmark in the history of world literature for he was one ofthe first founders of realism, a master hand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the ShrewRomeo and Juliet,A Midsummer Night’s DreamThe Merchant of VeniceMuch Ado about Nothing,Twelfth NightAll’s Well that Ends Well, HamletOthelloKing LearMacbethTimon of AthensMeasure for MeasureThe TempestUnit 5(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communica tive abilities;4.Get to know the organization of a feature report and learn some writing skills innarration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sthIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Read the information of the text on p.54, 55 to get a better understanding ofChunnel;2) Answer the pre-reading questions orally;3) allow students 5 minutes to read the text rapidly for the main idea;4) do the guesswork of vocabulary;5) Study Text I intensively;6) Answer the questions of Text I both in SB(student’s book) and WB(work book)orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing ofnarration in informal tone, and letter writing to ask for information;10) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’smetonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried whenin pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time oftrouble.2. A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp. as a sign o f disapproval3.by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.pound adjectives made up in various ways:the soon-to-be-opened Chunnelthe gull-wing eyebrowscross-Channel-link schemestungsten-tipped teethV. Language points for Text II1.alternative: adj. OtherE.g. Have you got an alternative suggestion?n. choice of twoE.g. Caught in the act, he had no alternative but to confess.alternate: adj. A. (of two things) happening or following one after the otherE.g. alternate triumph and despairB. every second e.g. on alternate daysv. cause to occur one after the otherE.g. Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: couragehave the/no nerve to do sth or lose one’s nerveUnit 6(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scornIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing ofargument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.dream of sth or doing sth2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱or you’ll do…= If …not…you’ll…Imperative sentence,╲and you’ll do…= If … you’ll…E.g. Practice speaking English more, and you’ll improve your oral Englishquickly.Be careful in your pronunciation, or you’ll have great trouble in listeningand speaking.3.outlay: a spending of moneyoutlay on sth.E.g. the weekly outlay on groceries;a considerable outlay on basic researchOur country has outlaid (v.) a large sum of money in capital construction.4.economy: A. economic situation B. thrift and frugalityE.g. The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economicsE.g. Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or timeE.g. The writer is famous for his economical style.5.be well on the way toE.g. We were well on the way to the age of knowledge-based economy.V. Language points for Text II1.pour scorn on sb/sthhold /think it scorn to do sthy out: displayE.g. lay out merchandise3.in a panicUnit 7(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directoryIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writingof argument, and the letter writing to make an offer;9) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. take sth. for granted or take it for granted that: believe sth. withoutthinking about it very much2. He is proposing to attempt the impossible…: When he intends to do impossible…propose: have formed a plan; intendusage: propose to do sthpropose: suggestusage: propose doing sth./ that clause3.pose as unusual: pretend to beE.g. He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question4.suspense: anxiety or apprehension resulting from an uncertain, undecided ormysterious situationusage: in suspense, keep (sb) in suspense, hold in suspenseE.g. He waited in great suspense for the doctor’s opinion.suspension:E.g. the suspension of arms, suspension from school/officesuspicion:E.g. above suspicion, under suspicion5.justify: give a good reason forjustify sth or doing sthE.g. The editors are perfectly justified in refusing your work.6.have/ show an aptitude for sth.7.be bent on questioning you: be determined to question you.E.g. She is bent on becoming a good pianist.He is bent on making journalism his career.V. Language points for Text II1.for a start: to begin with, to start with2.…get away scot-free: escape without punishmentE.g. No student can get away with a breach of the rules of the university.got away from the restaurant scot-free3.turn a deaf ear to: ignore, pay no attention toE.g. I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…plague: pester or annoy persistently or incessantlyE.g. Runaway inflation further plagued the wage or salary earner.Unit 8(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the stu dents’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensiv e skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flickIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the mainidea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing ofpersuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.shelter: cover and protectionfind/take shelter from; give shelter to; be a shelter from; under the shelter of2.be engrossed in: be absorbed in, be taken upE.g. The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one likeE.g. S he n ever dares to eat to her heart’s content for fear that she would put onweight.4.…the assistant should retire discreetly…retire: move back or awayE.g. retire to one’s room; retire to bed;retire from the service; retire from the world;5.Apart from running up a huge account.run up: make or become greater or largerE.g. run up a huge account/bill/debts6.indulge: yield to, gratifybe indulged inE.g. She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sthE.g. He beckoned me to come nearer.8.tell sb off: scold or rebuke severelyE.g. The teacher told him off for not doing his homework.9. tuff away sth: put sth in a safe placeE.g. The troop was tucked away in a quiet valley.V. Language points for Text II1.be mean with sth2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;fever-stricken3.It’s real a bargain.A bargain is a bargain.make a bargain with sb; bargain sth for sth4.has a nose for gossip/informationnose into other’s affairsKeep your big nose out of my affairs.Unit 9(6 hours)I. Teaching Aims:。
新编英语教程综英第三版unit1
LANGUAGE STRUCTURESPRACTICE IExampleA: Oh dear! My pupils’homework is full of careless mistakes.B: Did you tell them to check their homework before they hand it in?A: No, I didn’t.B: I think they should be told that their homework has to be checked before they hand it in. PRACTICE IIExampleA: Lilian’s been working very hard, I was told.B: Yes, so I heard. She often works overtime.A: Is she paid anything extra for overtime?B: No, she isn’t.PRACTICE III AExampleA: Poor Tom! Lots of people make fun of him.B: Why do they do that?A: Because he walks with a limp.B: Well, I don’t think anybody should be made fun of because of his physical handicap. PRACTICE III BExampleA: How was the exhibition?B: Very good.A: Were brochures handed out to visitors?B: Oh, yes, they were.PRACTICE IVExampleA: People say the city has mapped out a construction plan for the next year.B: Has it? Do you know any particulars?A: Yes. They say that three parks will be expanded.B: Good. We’ll have more space for enjoyment and rest.DIALOGUEThe Olympic GamesA: Hi, Mark!B: Hi, Jessie, nice to see you! Why are you looking so worried?A: I’m writing an essay on the Olympic Games, but, you know, I know very little about them. It is said that you are an Olympic expert, so could you please give me some help?B: No problem! What do you want to know?A: I only know the ancient Olympic Games originated in Athens. Could you tell me something about them?B: Well, the ancient Olympic Games were a series of competitions held between representatives of several Greek city-states and kingdoms, which featured mainly athletic but also combat and chariot racing events.A: I hear the origin of the Olympics is shrouded in mystery and legend.B: It is. One of the most popular myths identifies Heracles and his father Zeus as the progenitors of the Games. According to legend, it was Heracles who first called the Games “Olympic”and established the custom of holding them every four years.A: When were the first Olympic Games held?B: In 776 BC. The Games reached their zenith in the 6th and 5th centuries BC, but then gradually declined after the Roman Empire came to dominate ancient Greece. They were abolished in 393 AD.A: What a pity! When did they begin to revive?B: Not until about 1,500 years later, when a young French educator, Baron Pierre de Coubertin, proposed that the ancient Games be revived on an international scale.A: His attempt at reviving the Games must have been warmly welcomed.B: No. In fact, his attempt was not met with much enthusiasm. Still, he persisted.A: So when and where were the first modern Olympic Games held?B: They were held in Athens in 1896, with 241 athletes from 14 nations competing in 43 events.A: And now the Games have grown to more than 10,000 competitors from over 200 countries. They’ve really developed.B: They have.A: I know the Olympic Games are held in a different city each time. But who is responsible for choosing the host city?B: The International Olympic Committee is responsible for that, as well as overseeing the planning of the Olympic Games, and updating and approving the sports program.A: You really do know a lot about the Olympic Games. Thank you so much for your help!B: It’s a pleasure.LISTENING IN & SPEAKING OUTPopular Sports in BritainSports play an important part in the life in Britain and they are popular leisure activities.Whether spectating or participating, British people are well-known for their love of sports.Wherever you are, you’re never far from the action and the options are huge. There’s a non-stop calendar of events with many sports played in summer or winter. It’s no wonder manyBritish people think in sporting seasons rather than years.The United Kingdom has given birth to a range of major international sports including: football, rugby, cricket, golf, tennis, badminton, squash, hockey, boxing, snooker, billiards and curling. It has also played a key role in the development of sports such as Sailing and Formula One.Football is undoubtedly the most popular sport in England, and has been played for hundreds of years. In the English Football League there are 92 professional clubs. These are semi-professional, so most players have other full-time jobs. Hundreds of thousands of people also play football in parks and playgrounds just for fun. The highlight of the English football year is the FA (Football Association) Cup Final each May. The beautiful game is not only a sport in Britain but a way of life. Players like England ace David Beckham have turned heads all over the world and made teams like Manchester United and Arsenal household names.Rugby is similar to football, but played with an oval ball. Players can carry the ball and tackle each other. The best rugby teams compete in the Super League Final each September. For many years rugby was only played by the rich upper classes, but now it is popular all over the country.The world’s most famous tennis tournament is Wimbledon. It started at a small club in south London in the 19th century. It begins on the nearest Monday to June 22, at a time when the English often have the finest weather. Millions of people watch the Championships on TV live. It is traditional for visitors to eat strawberries and cream whilst they watch the tennis.Horse racing, the sport of kings, is a very popular sport with meetings being held every day throughout the year. The Derby originated here, as did The Grand National which is the hardest horse race in the world. Horse racing and greyhound racing are popular spectator sports. People can place bets on the races at legal off-track betting shops.READING ITwo Kinds of FootballAmerican football, not to be confused with the football called soccer, is the American national sport. It developed from the British game of rugby and, although it is played in no other country in the world (except Canada), it excites tremendous enthusiasm. Intercollegiate games (games between universities) are great social occasions. More than 100,000 mothers and fathers, brothers and sisters, students and football fans from the general public, crowd into the huge, luxurious stadiums. During a recent college final in the Rose Bowl at Pasadena, California, there were severe earthquake tremors, but nobody noticed!The method of scoring in American football is the same as in rugby. Players try to carry the ball over the opponents’line, and then to earn more points by kicking the ball between the upright goal posts above the bar. But that is where the likeness between the two games ends.American football has a reputation for being a brutal and dangerous game. This reputation is not really deserved. The players hurl themselves at each other fiercely, but today their uniforms and helmets (fitted with visors to protect their faces) are so skilfully padded that there are few serious injuries. By comparison, the rugby player is almost naked, having only a thin jersey and a pair of shorts to protect him from his opponents’boots and tackling.The Americans are addicted to crazes. When they take something up, they do so wholeheartedly, and often the rest of the world follows their lead. Jogging is an example of this. The Americans now have another craze, a game which most other countries call “football,”but which they call soccer. Soccer is spreading like wildfire through all the States and gaining in popularity on baseball. It is being run by big business and TV advertisers, who are doing everything they can to sell it to the public. They are employing famous fashion designers to design novel uniforms for the players. They have introduced a musical background to the games, and there is a big screen in the stadium which explains to spectators what is happening. Most important, they have hired, at enormous expense, famous coaches and players from Europe and South America. They have also changed some of the rules, including the offside rules to make the game more exciting.Soccer games can now draw crowds of over 70,000 in cities where baseball attracts a mere20,000 spectators. The soccer stadiums are much more luxurious than the vast majority of European and South American league grounds. There is a seat for everyone and a parking lot for 25,000 cars.Soccer is being brilliantly promoted, like any other promising American product.READING IIThe Physical Miseducation of a Former Fat BoyWhen I was six, a next-door neighbor gave me my first candy bar, and I fattened immediately in a home where food was love. It is hardly surprising that when I first entered physical education courses in the eighth grade my coaches were markedly unimpressed or that thereafter I compensated by working harder at books, where I was more successful. Although I did learn to take jokes about my size and experienced the “bigness”of being able to laugh at myself (the standard fat man’s reward), at thirty-five I am furious to recall how readily and completely my instructors defaulted in their responsibilities to me. Some remedies I have learned in my thirties persuade me that it is not inevitable that the system will continue to fail other fat boys.My personal remedies for physical ineptitude have a firm base in ideas. Four years ago I weighed 265 pounds. Only my analyst needs to know how much I consequently hated myself. In six months I took off 105 pounds and initiated a regular jogging and exercising schedule that has gradually, very gradually, led to increased self-confidence. Yet my physical education teachers in secondary school and college never showed the least interest in my physical problems, never sat down and initiated the simplest diagnosis of my physical needs, never tempted me into thepersonal discoveries that I have to wait more than a decade to make for myself.Instead, my physical educators offered two alternatives. Either I could enter the fierce competitive sports that predominate in our culture and therein make and accept the highest mark I could achieve; or I could opt for the less-competitive intramurals, modeled after the big boys’games, and accept my role as a physically incompetent human being, sitting on the sidelines to cheer for a chosen team of professionals. These limited alternatives were repeatedly justified as teaching me how it is out in the “real world,”in “the game of life,”allegedly divided between the participators and the watchers.Now, as I jog in my midwinter dawn, all muffled with socks over my hands, making tracks with the rabbits in Carolina dew, I am not competing with anyone, unless I whimsically imagine Father Time having to add another leaf to my book. I am celebrating me, this morning, this pair of wornout tennis shoes, the tingle in my cheeks, the space being cleared in my stomach for my simple breakfast when I get back…I was very articulate at fourteen —fat by articulate —and I believe that a sympathetic, interested coach could have shared this type of insight, this type of reality, with me, and perhaps thereby he could have teased me into the discoveries I had to take many years later.But the coach would have had to love kids like me more than he loved winning if he had hoped to participate in my physical education. I had no such coach.My physical educators were signally unimaginative. We played only the few sports that had always been played in our area. Further, they maintained a rigid separation between “sports”and “play.”Football, baseball, basketball, and track were “sports.”Fishing, hiking, boating, and jogging were “play.”Golf was “play”until you had a team that won five trophies; then you developed the cool rhetoric of “sport.”。
新编英语教程第三册unit1[1]
![新编英语教程第三册unit1[1]](https://img.taocdn.com/s3/m/899c26150029bd64793e2c00.png)
Step 1 Listening In and Speaking out !
1 Prepare for the new words 2 Listen and try to understand
1. When you receive a job offer, what issues must you consider before making a decision?
Unit 1
Text I My First Job Text II How to do well on a Job Interviewing Listening Comprehension Writing a Diary
suburb, summon, awkward, dreary, gabled, ever-green, fume, an air of, disapproval, colonel, grunt, dingy, proceed, margarine, mumble, attach importance to, consist of, appall, split, dismayed, diffidently, protest, get to one’s feet, last straw, prossayings
There are no menial (humble) jobs, only menial attitudes.
－ William J. Bennett
The supreme accomplishment is to blur the line between work and play.
2. Can you ask your potential employer directly about such issues?
新编英语教程Unit1教案
新编英语教程Unit1教案Unit OneI. Lead-inMovie ClipWatch the following video and then do the exercise. You can find the interpretation of some words and phrases in "Word Bank".Book 6 Unit 1.mp4 (00:00 – 02:33)Script- See?- So this is where the tree went.- What?- Interesting.- What's so interesting?- These branches don't have a single leaf.- You know, I noticed that, too.- Jack. Look at the tree and say something.- Say what? What's so funny?- This is amazing. Don't you see?- Hey, you know, it almost seems like every time I say something, some of the ... Hello? Hel ...lo! I want my baby back, baby back, baby back. I want my baby back, baby back ribs. Shit!Hey, how are you doing this?- Me? I'm doing nothing. You and this tree are now connected.- Connected?- It seems like all your talking is making you sick.- Hey, my talking is not making me sick.- Oh, really? What happens when a tree loses all its leaves, Jack?- So what are you trying to say, Sinja?- It's obvious to me. The more you talk, the more leaves fall, the sicker you get.- The sicker I get? So what happens if all the leaves fall off the tree?- That usually means the tree is dead.- Hey, wait a second. Hold on a second. You're telling me that you think whatever happens to the tree happens to me? - Yes.- So I could die.- Yes, but you would die in the most amazing way possible.- I could die?- Or someone could turn you into a coffee table.- Hey, Sinja, you know, you're a real funny dude to stand here making jokes when my life is being controlled by this magic tree. How many leaves do you think are left on this tree?- A thousand.- So what I got? A thousand words left?- Now you have 993. One word, one leaf.(From A Thousand Words)Word Bankdude:an informal form of address for a man 伙计、哥们Exercise1.It is interesting that Jack and the tree _________________.A. can communicateB. are of the same ageC. come from the same placeD. are connected2.At the end of the conversation, Jack has ___________ words to say before he dies.A. 993B. 995C. 997D. 1,000Key: 1. D 2. AInspirational QuotesWhen ideas fail, words come in very handy.— Johann Wolfgang von GoetheDiscussionIf you are to describe your campus life in only one word, what is it? Then tell us why you choose that particular word.II. Text IPre-reading Questions1.You may have kept in your memory some words, phrases or even whole sentences that are ofgreat wisdom and can serve as guidelines in your life. Share them with your classmates and discuss their value.2.The two words that, as the author of the text suggests, should be avoided are "if only", and thetwo be remembered are "next time". Can you guess, before you read the text, what message the author intends to convey to the reader with such a suggestion?General ReadingI. Judge which of the following best states the purpose of the article.A. To explain how Freud's psychotherapy works.B. To demonstrate the power of positive thinking.C. To call attention to the importance of the choice of words.Key: BII. Judge whether the following statements are true or false.1.That wintry afternoon, the author was in a bad mood and he happened to meet an old friendof his in a French restaurant in Manhattan.2.The Old Man asked the author to go to his office because he thought that the office was abetter place than the restaurant for their talk.3.The three speakers on the tape had all been unfavorably affected by what had happened tothem.4.In the Old Man's opinion, it was a bad way of thinking always to regret what one had done orhad not done.Key: 1. F 2. F 3. T 4. TBackground Notes1.Manhattan, an island near the mouth of the Hudson River, is a borough of New York City, insoutheastern New York State, U.S.A. Commercial and cultural heart of the city, Manhattan is the site of the Metropolitan Opera House, Carnegie Hall, the City Center of Music and Drama, and numerous other music institutions.2.Sigmund Freud (1856–1939) is an Austrian physician and the founder of psychoanalysis.Freud explored the workings of the human mind and developed psychoanalysis as a therapeutic technique to treat neurosis or mental disturbances.Text StudyTextTwo Words to Avoid, Two to RememberArthur Gordon1 Nothing in life is more exciting and rewarding than the sudden flash of insight that leaves you a changed person — not only changed, but changed for the better. Such moments are rare, certainly, but they come to all of us. Sometimes from a book, a sermon, a line of poetry. Sometimes from a friend ...2 That wintry afternoon in Manhattan, waiting in the little French restaurant, I was feeling frustrated and depressed. Because of several miscalculations on my part, a project of considerable importance in my life had fallen through. Even the prospect of seeing a dear friend (the Old Man, as I privately and affectionately thought of him) failed to cheer me as it usually did. I sat there frowning at the checkered tablecloth, chewing the bitter cud of hindsight.3 He came across the street, finally, muffled in his ancient overcoat, shapeless felt hat pulled down over his bald head, looking more like an energetic gnome than an eminent psychiatrist. His offices were nearby; I knew he had just left his last patient of the day. He was close to 80, but he still carried a full case load, still acted as director of a large foundation, still loved to escape to the golf course whenever he could.4 By the time he came over and sat beside me, the waiter had brought his invariable bottle of ale. I had not seen him for several months, but he seemed as indestructible as ever. "Well, young man," he said without preliminary, "what's troubling you?"5 I had long since ceased to be surprised at his perceptiveness. So I proceeded to tell him, at some length, just what was bothering me. With a kind of melancholy pride, I tried to be very honest. I blamed no one else for my disappointment, only myself. I analyzed the whole thing, all the bad judgments, the false moves. I went on for perhaps 15 minutes, while the Old Man sipped his ale in silence.6 When I finished, he put down his glass. "Come on," he said. "Let's go back to my office."7 "Your office? Did you forget something?"8 "No," he said mildly. "I want your reaction to something. That's all."9 A chill rain was beginning to fall outside, but his office was warm and comfortable and familiar: book-lined walls, long leather couch, signed photograph of Sigmund Freud, tape recorder by the window. His secretary had gone home. We were alone.10 The Old Man took a tape from a flat cardboard box and fitted it onto the machine. "On this tape," he said, "are three short recordings made by three persons who came to me for help. They are not identified, of course. I want you to listen to the recordings and see if you can pick out the two-word phrase that is the common denominator in all three cases." He smiled. "Don't look so puzzled. I have my reasons."11 What the owners of the voices on the tape had in common, it seemed to me, was unhappiness. The man who spoke first evidently had suffered some kind of business loss or failure; he berated himself for not having worked harder, for not having looked ahead. The woman who spoke next had never married because of a sense of obligation to her widowed mother; she recalled bitterly all the marital chances she had let go by. The third voice belonged to a mother whose teen-age son was in trouble with the police; she blamed herself endlessly.12 The Old Man switched off the machine and leaned back in his chair. "Six times in those recordings a phrase is used that's full of subtle poison. Did you spot it? No? Well, perhaps that's because you used it three times yourself down in the restaurant a little while ago." He picked up the box that had held the tape and tossed it over to me. "There they are, right on the label. The two saddest words in any language."13 I looked down. Printed neatly in red ink were the words: If only.14 "You'd be amazed," said the Old Man, "if you knew how many thousands of times I've sat in this chair and listened to woeful sentences beginning with those two words. 'If only,' they say to me, 'I had done it differently — or not done it at all. If only I hadn't lost my temper, said the cruel thing, made that dishonest move, told that foolish lie. If only I had been wiser, or more unselfish, or more self-controlled.' They go on and on until I stop them. Sometimes I make them listen to the recordings you just heard. 'If only,' I say to them, 'you'd stop saying if only, we might begin to get somewhere!'"15 The Old Man stretched out his legs. "The trouble with 'if only,'" he said, "is that it doesn't change anything. It keeps the person facing the wrong way —backward instead of forward. It wastes time. In the end, if you let it become a habit, it can become a real roadblock, an excuse for not trying any more.16 "Now take your own case: your plans didn't work out. Why? Because you made certain mistakes. Well, that's all right: everyone makes mistakes. Mistakes are what we learn from. But when you were telling me about them, lamenting this, regretting that, you weren't really learning from them."17 "How do you know?" I said, a bit defensively.18 "Because," said the Old Man, "you never got out of the past tense. Not once did you mention the future. And in a way —be honest, now! — you were enjoying it. There's a perverse streak in all of us that makes us like to hash over old mistakes. After all, when you relate the story of some disaster or disappointment that has happened to you, you're still the chief character, still in the center of the stage."19 I shook my head ruefully. "Well, what's the remedy?"20 "Shift the focus," said the Old Man promptly. "Change the key words and substitute a phrasethat supplies lift instead of creating drag."21 "Do you have such a phrase to recommend?"22 "Certainly. Strike out the words 'if only'; substitute the phrase 'next time.'"23 "Next time?"24 "That's right. I've seen it work minor miracles right here in this room. As long as a patient keeps saying 'if only' to me, he's in trouble. But when he looks me in the eye and says 'next time,' I know he's on his way to overcoming his problem. It means he has decided to apply the lessons he has learned from his experience, however grim or painful it may have been. It means he's going to push aside the roadblock of regret, move forward, take action, resume living. Try it yourself. You'll see."25 My old friend stopped speaking. Outside, I could hear the rain whispering against the windowpane. I tried sliding one phrase out of my mind and replacing it with the other. It was fanciful, of course, but I could hear the new words lock into place with an audible click....26 The Old Man stood up a bit stiffly. "Well, class dismissed. It has been good to see you, young man. Always is. Now, if you will help me find a taxi, I probably should be getting on home."27 We came out of the building into the rainy night. I spotted a cruising cab and ran toward it, but another pedestrian was quicker.28 "My, my," said the Old Man slyly. "If only we had come down ten seconds sooner, we'd have caught that cab, wouldn't we?"29 I laughed and picked up the cue. "Next time I'll run faster."30 "That's it," cried the Old Man, pulling his absurd hat down around his ears. "That's it exactly!"31 Another taxi slowed. I opened the door for him. He smiled and waved as it moved away. I never saw him again. A month later, he died of a sudden heart attack, in full stride, so to speak.32 More than a year has passed since that rainy afternoon in Manhattan. But to this day, whenever I find myself thinking "if only", I change it to "next time". Then I wait for that almost-perceptible mental click. And when I hear it, I think of the Old Man.33 A small fragment of immortality, to be sure. But it's the kind he would have wanted.Words and Phrases1.prospect n. sth. one expects to happen; a possibility or likelihood of sth. happeninge.g. I look forward to the prospect of being a volunteer doing social work in the GreatNorthwest.There is a reasonable prospect of reaching the trapped miners within the next 24 hours.prospects pl. — opportunitiese.g. Most people are not quite optimistic about the prospects for/of employment.Don't think too much how the job pays now. What really matters is that it holds good prospects.2.eminent adj.famous and respected within a particular profession, e.g. eminentdoctor/surgeon/scientist, etc.3.invariable adj. never changinge.g. The invariable question the mother asked her child after school every day was: "How dideverything go today?"4.proceed v. begin a course of actione.g. After the preparations had been made, we proceeded to draft the plan.5.at some length: (formal) in some detaile.g. She described to us her trip to New Zealand at some length.cf. at length— after a long time; at laste.g. He thought over the mathematical problem day and night and solved it at length.6.false move: an unwise action that turns out to be a mistake and brings one risks or failuree.g. Be very careful with the designing of the plan; a false move and it will fall through.7.berate v. (formal) scold or criticize angrily because of a faulte.g. Don't berate anyone just because he has made a mistake. Don't we all make mistakesfrom time to time?/doc/d99cc5eafb0f76c66137ee06eff9aef8941e4833.html ment v. feel or express deep sorrow (for or because of sth.)e.g. One should not lament the past mistakes, but should try to do better later.9.ruefully adv. regretfullye.g. He faced his recent failure ruefully.10.promptly adv. quickly, at oncee.g. He always responded to the customers' requests promptly.11.grim adj. harsh, unpleasant, dreadfule.g. He was depressed when he heard the grim news that two-thirds of the workforce might bedischarged.Notes1.the sudden flash of insight that leaves you a changed person: the quick and spontaneousunderstanding that makes you a different persona flash of insight— an understanding that comes to one suddenly and quicklyleave(with object and adverbial or complement) —cause (object) to be or to remain in a particular state or positione.g. Buying an expensive car has left the family penniless.The children were left in the care of the nanny.2. chewing the bitter cud of hindsight: thinking repeatedly about the painful realization ofwhat had happenedLiterally cud means "partly digested food returned from the first stomach of ruminants to the mouth for further chewing" (反刍的⾷物). When an animal chews the cud, it chews further the partly digested food. When a person chews the cud, he thinks about somethingreflectively.e.g. He chewed the cud for a long while before he set pen to paper.hindsight— understanding the reasons for an event or situation only after it has happenede.g. The accident could have been avoided with the wisdom of hindsight.With hindsight they should not have left their little daughter alone in the country villa.3.he still carried a full case load: he still kept himself fully occupied in the treatment of hispatientscase load— the number of patients a doctor has to deal with4.I had long since ceased to be surprised at his perceptiveness.: I had long before come toknow that he was good at perceiving how others thought and felt; so I was not at all surprised when he noticed my troubled state.perceptiveness(n.) — unusual ability to notice and understand; awareness and understandinge.g. We all admired his perceptiveness; he was always so quick to respond to a new situation.5.With a kind of melancholy pride: Apparently the author was still proud of his "project ofconsiderable importance", though he was sad because of "several miscalculations on his part"./doc/d99cc5eafb0f76c66137ee06eff9aef8941e4833.html mon denominator: This is a term used in mathematics, meaning "the common multipleof the denominator of several fractions" (公分母). In this context, it means "the characteristic shared by the three persons", i.e. the phrase if only was used by all three of them.7.all the marital chances she had let go by: all the chances for her to get married she hadmissedlet (sth.) go by— lose sth.e.g. The short course is a good opportunity for you to learn a skill. Don't let it go by.8.There's a perverse streak in all of us that makes us like to hash over old mistakes.:There's an obstinately unreasonable quality in all of us which makes us enjoy bringing up old mistakes again for consideration.perverse—(of a person or one's actions) showing an obstinate desire to behave in an unreasonable waye.g. We just couldn't understand her perverse decision against the majority.streak— an element of a specified kind in one's character （性格⾏为的）倾向, an often unpleasant characteristice.g. Her streak of stubbornness makes her difficult to get along with.hash over— (slang) bring up (sth.) again for consideratione.g. What has been done cannot be undone. Don't hash over past mistakes. Cheer up and tryto do better next time.9.substitute a phrase that supplies lift instead of creating drag: use a phrase (in place of ifonly) that provides encouragement that pushes you forward instead of discouragement that pulls you backwardsubstitute (v.) — use (sth.) in place of (sth. else)e.g. The old lady suffers from diabetes, so she substitutes saccharine for sugar/so shesubstitutes sugar with saccharine.substitute (n.) — a person or thing acting or used in place of anothere.g. The actress's substitute performed as well as the actress herself.10.when he looks me in the eye: when he looks directly at me without showing embarrassment,fear, or shame11.I could hear the new words lock into place with an audible click: I could sense the newwords firmly fixed in my mind without any doubt12.that almost-perceptible mental click: the reminder provided by the Old Man that canroughly be felt in the mind13.a small fragment of immortality: a small piece of advice to be remembered foreverQuestions1.How were the author and the old man related?Key: The old man was an eminent psychiatrist and the author was a client of his.2.According to the author, how much did the session with his psychiatrist friend that afternoonmean to him? (para. 1)Key: To him, the session was just like "a flash of insight that leaves him a changed person —not only changed, but changed for the better."3.Why did the old man let the author listen to the three speakers on the tape? (para.15)Key:The three speakers on the tape were all unhappy, and the two words they all used frequently in what they said were "if only". What the old man wanted to point out to the author was that to keep saying "if only" would not change anything; on the contrary, it only kept the person facing the wrong way — backward instead of forward. Thus it did more harm than good to the person who kept saying them.4.What did the old man advise the author to do to get out of his depressed state of mind? (para.20)Key: Shift the focus; substitute "next time" for "if only".5.In what way are the two phrases "if only" and "next time" different? (para. 20)Key: They point to entirely different mental directions; one is backward and negative, and the other forward and positive.6.What do you think is the tone of the passage?Key: It is instructive and inspirational.Activity1.Failures and setbacks are an inevitable part of our life. Tell your classmates about one such"unfortunate" experience and how you managed to get back on your feet.Sentence patterns for your referenceWhen I was ... I met ...It is true that life is ...In spite of the ..., I ...2.Discuss the "flash of insight" Gordon suddenly got. What psychological effect did this pieceof advice produce on Gordon? Do you believe that one's mentality is an essential factor when one is unfortunately thrown into adversity? Give examples to support your view.Sentence patterns for your referenceIn case one meets ..., it is essential that ...As in Gordon's case, ...An example to show ... is that ...Organization and DevelopmentNarrationIn terms of mode of development, the present text is basically a narration, in which the author, Arthur Gordon, relates his meeting with his psychiatrist friend "the Old Man".Characteristics of NarrationThe purpose of a narration is to recount an event or a series of events; therefore it is usually chronological in its arrangement of details. The chief purpose of narration is to interest and entertain, though, of course, it may be used to instruct and inform. Narrative Structure of the TextGordon's purpose of writing, obviously, is not just to tell what happened during his meeting with his friend, but, more importantly, to instruct. The instructive significance of the story is made clear in the first paragraph. In the first few lines Gordon has already made it clear to the reader that what he is going to do is to tell how "the sudden flash of insight that leaves you a changed person — not only changed, but changed for the better — ... Sometimes from a friend."In the first three paragraphs, which serve as a kind of introduction to the narration, we learn something about the physical circumstances for the meeting, i.e. the time —one rainy wintry afternoon, and the place — a French restaurant in Manhattan; the author's somber mood caused by his failure to complete an important project; and also something about the Old Man —his age, his profession, and perhaps more importantly, his positive attitude towards life.The last two paragraphs form a sort of conclusion, in which what the author has learned from his friend, which is also what he wants his readers to learn, is explicitly stated: ... whenever I find myself thinking "if only", I change it to "next time".III. Text IIText StudyTextThe Romance of WordsWilfred Funk and Norman Lewis1 From now on we want you to look at words intently, to be inordinately curious about them and to examine them syllable by syllable, letter by letter. They are your tools of understanding and self-expression. Collect them. Keep them in condition. Learn how to handle them. Develop a fastidious, but not a fussy, choice. Work always towards good taste in their use. Train your ear for their harmonies.2 We urge you not to take words for granted just because they have been part of your daily speech since childhood. You must examine them. Turn them over and over, and see the seal and superscription on each one, as though you were handling a coin. We would like you actually to fall in love with words.3 Words, as you know, are not dead things. They are fairly wriggling with life. They are the exciting and mysterious tokens of our thoughts, and like human beings, they are born, come to maturity, grow old and die, and sometimes they are even re-born in a new age. A word, from its birth to its death, is a process, not a static thing.4 Words, like living trees, have roots, branches and leaves.5 Shall we stay with this analogy for a few moments, and see how perfect it is?6 The story of the root of a word is the story of its origin. The study of origins is called etymology, which in turn has its roots in the Greek word etymon meaning "true" and the Greek ending — logia meaning "knowledge." So etymology means the true knowledge of words.7 Every word in our language is a frozen metaphor, a frozen picture. It is this poetry behind words that gives language its overwhelming power. And the more intimately we know the romance that lies within each word, the better understanding we will have of its meaning.8 For instance, on certain occasions you will probably say that you have "calculated" the cost of something or other. What does this term "calculate" really mean? Here is the story. Years ago, ancient Romans had an instrument called a hodometer, or "road measurer," which corresponds to our modern taximeter. If you had hired a two-wheeled Roman vehicle to ride, say, to the Forum, you might have found in the back a tin can with a revolving cover that held a quantity of pebbles. This can was so contrived that each time the wheel turned the metal cover also revolved and a pebble dropped through a hole into the receptacle below. At the end of your trip you counted the pebbles and calculated your bill. You see the Latin word for pebble was calculus, and that's where our word "calculate" comes from.9 There are, of course, many words with much simpler histories than this. When you speak of a "surplus," for instance, you are merely saying that you have a sur (French for "over") plus (French for "more") or a sur-plus. That is, you have an "over-more" than you need.10 Should you be in a snooty mood for the nonce, and happen to look at someone rather haughtily, your friends might call you supercilious, a word which comes from the Latin supercilium, meaning that "eyebrow" you just raised. That person you are so fond of, who hasbecome your companion, — [cum (Latin for "with") and panis (Latin for "bread")] — is simply one who eats bread with you. That's all. Again, "trumps" in bridge is from the French "triomphe" or triumph, an old-time game of cards. In modern cards one suit is allowed to triumph over, or to "trump" the other suits. And still again, in the army, the lieutenant is literally one who takes the place of the captain when the latter is not around. From the French lieu (we use it in "in lieu of") and tenir, "to hold." The captain, in turn, derives from the Latin word caput (head); colonel comes from columna (the "column" that he leads).11 If, by any chance, you would like to twit your friend, the Wall Street broker, just tell him that his professional title came from the Middle English word brocour, a broacher, or one who opens, or broaches, a cask to draw off the wine or liquor. We still employ the same word in the original sense when we say "he broached (or opened up) the subject." Finally the broacher, or broker, became a salesman of wine. Then of other things, such as stocks and bonds.12 These are the roots of words. We next come to the branches. The branches of our language tree are those many groups of words that have grown out from one original root.13 Let's take an example. The Latin term spectare which means "to see" contains the root spec, and from this one root have sprouted more than 240 English words. We find the root hidden in such words as spectacles, those things you "see" through; in respect, the tribute you give to a person you care to "see" again; inspect, "to see" into; disrespect (dis — unwilling; re —again; spec — to see) therefore, when you treat someone with disrespect, you make it plain that you do not care to see him again; introspection, looking or seeing within; spectator, one who "sees" or watches.14 Turning to the Greek language, which has so largely enriched our own, we discover the root appearing in English as graph. This means "to write" and has been a prolific source of words for us. We have telegraph, which literally means "far writing"; phonograph, "soundwriting"; photograph, "light-writing"; stenographer, one who does "condensed writing"; a graphic description, one that is just as clear and effective as though it had been written down; mimeograph, "to write a copy or。
新起点大学英语综合教程第三册第一单元教案
Unit one【教学目标】知识目标：1. 能说出并拼写常见乐器名称，如piano, violin, organ, accordion, cello, harp, saxophone等。
2. 理解课文A 和B的文章大意，了解人们对音乐梦想的追求。
3. 掌握并运用课文A和B中的有用词汇、短语和句型。
4. 了解从属分句的类型，合理使用从属连词、关系代词和关系副词。
5. 了解段落主题句的作用，学会使用主题句。
6. 了解古琴的历史地位与特点。
技能目标：1. 能用英语说出个人爱好。
2. 能根据录音材料完成有关信息的听力任务。
情感目标：1. 学唱英语歌曲，感受音乐魅力。
【教学任务】Unit 1 Section A The Violin【教学流程】Step 1 Warm-upT: Good morning!Ss: Good morning!T: How are you today?Ss: Fine, thank you.T: What are you going to do this weekend?Ss:…T: How we are expecting this weekend! You have so many hobbies. Now look at the picture on the blackboard. How many words do you know about instruments? A student from each group comes here to write them out. Let’s see who knows the most words about hobby.Step 2 Lead-inT: Now please look at the pictures in A. Do you know what they are?(For each picture, the teacher may ask more questions to add more information and attract Ss’ attention. Make sure that Ss know the meanings of the new words: piano, violin, organ, accordion, cello, harp, saxophone.)Intention: The pictures can give Ss a deeper impression while learning the new words. T: Let’s have a game.Activity:A guessing gameOne of the Ss comes to the front of the classroom. T shows the student somecards with words of activities on them. The student does the gestures ofdifferent activities, and each group watches carefully and guesses whathe/she is playinging.The group who guesses the most words out will win.Intention: The guessing game helps to arouse Ss’interest and create s a relaxing atmosphere at the beginning of the lesson.Step 3 Language PointsStep 4 Text Structure Analysis[作业布置]1.Read and copy the new words on P 6.2.Finish Ex. II on P 8-11 of the book.3.Preview listening.【课后反思】。
新编实用英语第三版综合教程_Unit_1_Hello__Hi!
Speak and Perform
Study and Imitate
Imitate and Perform Speak and Complete Speak and Communicate
Unit | One
SECTION I Talking Face to Face
Imitating Mini-Talks
Unit | One
Section Ⅰ Talking Face to Face
Imitating Mini-Talks
Speak and Recite
Acting out the Tasks Studying Business Cards
Following Sample Dialogues Putting Language to Use
You: Hello, are you Prof. Smith from the United States? Mr. Smith: Yes, Robert Smith. Please call me 1 ______________. Robert 2 ______________ for meeting me at the airport. Thank you You: My 3 _____________. Welcome to China. My name is Zhang Lin. pleasure 4 _____________ my card. Here is Mr. Smith: Thank you. Here is mine. And 5 ______________ my wife. this is You: 6 ______________, How do you do Mrs. Smith? Mrs. Smith: How do you do? It's nice to meet you. Please 7 ______________ Mary. call me You: How was the 8 ______________, Mary? journey Mrs. Smith: Well, it was OK, although a little tiring. You: Then let's get your luggage and go to 9 ______________ now. Back the hotel Mr. Smith: Oh, thank you. It's 10 ______________ of you. very kind Unit | One
全新版大学英语综合教程第三册教案Unit1
Unit 1 Changes in the Way We LiveⅠ. Teaching Plan Objectives Students will be able to: 1. grasp the main idea ( tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life); 2. appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.); 3. master the key language points and grammatical structures in the text; 4. conduct conduct a a series series of reading, of reading, listening, listening, speaking speaking and and writing writing activities activities related related to to the the theme theme of of the the unit. Pedagogical methodsPrinciples: stimulating, motivating, facilitating, enabling Task –based: reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, recreating, investigating, investigating, searching searching for for resources, resources, case case studying, studying, presenting presenting and demonstrating, deducting, inducting, etc. Time allotment1st period 2nd period 3rd period 4th period 5th period Pre-reading; While-reading (4-Part division, Part I)While-reading (Parts I-III) While-reading; Post-reading (comparison & contrast) Post-reading; Check Check on on Ss’Ss’ home reading (T (Text B)ext B) Theme-Rel Theme-Related ated Language Learning T asks Pre-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 large group i s assigned one of the following discussion topics: — Why do so many migrant workers 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 (丽江) 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 like this:this: People change their p laces of places of living because they l ook for things that look for things that their previous life i s 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 T leads in to the study of Text A. (10 minutes) While-reading tasks1. T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along (see Text Organization Exercise 1). (2 minutes)2. Ss read the first sentences of Paras 1-3 and sum up the main idea of this part. (3 minutes)3. T explains language points in this part part and gives Ss practice (see and gives Ss practice (see Language Study ). (15 min-utes) 4. T explains language points in Part II and gives Ss practi ce (see Language Study ). (20 minutes)5. Ss re-read Part II and make a summary of each paragraph in it. T writes down their summaries on the blackboard. Then, based based on on paragraph paragraph summaries, Ss will summaries, Ss will c ome up with come up with a a summary summary of of Part Part II.II. (8 minutes)6. Ss read the first 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 S tudy ). (20 minutes) 8. T explains language points in Part IV and gives Ss practice (see Language Study ). (20 minutes) 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 Exercise 2. Later some of them may report to class. 2) T guides Ss through W r iting Strategy. riting Strategy. 3) T urges Ss to use comparison and contrast more effectively in their own writing. (15 minutes) 2. 2. 1) T 1) T asks Ss to re-read Para 2 and analyze the relationship among its sentences (one topic sentence —“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 findings to class (see T ext 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 Analysis The 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 the detail detail sentences run run parallel parallel to to each each other, other, like like those those in in Para Para 2. 2. In In some some other other paragraphs the detail sentences have their own hierarchy . Take Para 5 for example. The fi rst sentence tells how busy “I” am. The second sentence states that Sandy , the wife, is also busy. The final sentence i s a kind of summary summary——nobody can relax. Y e t following the second sentence there are a few more detail sentences showing et following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paras 12-13 for an other example. The topi c sentence therein i s “I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities.” Then there are two sub -topic sentences:sentences: “One i “One is a tolerance for solitude”; “T he other requirement i s energy energy—a lot of it.” Each sub —a lot of it.” Each sub-topic sentence has its own supporting details. Sometimes Sometimes there there is no is no transitional transitional devices devices between between detail sentences, sometimes detail sentences, sometimes t here there are, are, the the most most frequently used one of which is time words or phrases. For example, the detail sentences in Para 4 begi n with “three months ago”, “three months from now”, “recently”, and “later thi s month”, respectively. To be sure, other conjunctions scatter the text, like “first”- “then” -”then” - “eventually” in Para 7.Ⅲ. Cultural Notes 1. the countryside: The countryside of Britain is well known for its beauty and many contrasts: its bare mountains mountains and and moorland, moorland, its its lakes, rivers lakes, rivers and woods, and and its its long, long, often wild often wild coastline. coastline. Many Many of of the 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 wi th peace and relaxation. They spend their free ti me walking or cycling there, or go to the country for a pi cnic 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 America has many has many areas of wild and beautiful scenery scenery, and there , and there a re are many areas, many areas, especially especially in in the the West West in states in states like like Montana and Montana and W yoming, where few people live. live. In In the the New New England England states, such as states, such as V ermont and New Hampshire, it i s 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 Ameri cans live outside cities and towns. Life may be diffi cult 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 mailis 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 Gabriel Fahrenheit in 1715. The uni t of temperature i s the degree Fahrenheit (°F), and 0°F was originally the coldest F was originally the coldest temperature Fahrenheit could achieve using a freezing mixture of salt and i ce. On hi s scale, water freezes at 32°32°F and boils at 212°F and boils at 212°F (under set atmospheric conditions). No longer used in scientific work, Fahrenheit temperatures still feature feature in in everyday everyday language; language; hot days hot days “in “in the the eighties”, for eighties”, for example. example. To convert To convert a Fahrenheit temperature to Celsius (centigrade), subtract 32, then multiply by 5/9.3. Celsius scale: a scale of of hotness, hotness, or or temperature, temperature, first first established established by by the the Swedish scientist Swedish scientist Anders Celsius (1701-1744) in 1742. On this scale, the unit of temperature i s the degree Celsius (°C); water freezes at 0°C and boils at 100°C (under agreed standard atmospheri c conditions), although when Celsius originally devised the scale he made 0° the boiling-point and 100° the freezing-point. The Cel sius scale was formerly commonly known known as as the the centigrade centigrade scale scale because because of of the the 100 100 divisions divisions between the the freezing- freezing- and boiling-points of water. To convert from degrees Celsius to degrees Fahrenheit multiply by 9/5 and add 32.4. Ivy League: e ight long-established colleges and universities in the United States wi eight long-established colleges and universities in the United States wi th prestigious academi academic c and and social social reputations. reputations. Members Members of of the the Ivy Ivy League League are are Brown Brown University University in in Providence, Providence, Rhode Rhode Island; Island; Columbia Columbia University University in in New New Y Y ork ork City; City; Cornell Cornell University University in Ithaca, in Ithaca, New New Y Y ork; Dartmouth College College in in Hanover, New Hampshire; Harvard University in Cambridge, Massachusetts; University of Pennsylvania in Philadelphia; Princeton University in Princeton, New New Jersey; Jersey; and Y ale University in New Haven, Connecticut. The members of the Ivy League compete in intercollegiate athleti cs. 5. Sports Illustrated: a a popular popular US sports US sports magazine magazine published published each week each week by Time Inc, Inc, part part of Time of Time W arner. It first appeared appeared in in 1954, 1954, and and is read mainly is read mainly b y men. The by men. The m agazine magazine also publishes also publishes the Sports Illustrated Sports Almanac every year.6. Individual Individual Retirement Account Retirement Account (IRA): a a US US government government plan plan that that allows allows people to people to put put part part of of thei thei r income into special bank accounts. No tax has to be paid on this money until they retire.7. Buying Insurance: P eople face many choices when buying insurance poliPeople face many choices when buying insurance poli cies. They commonly choose an insurance insurance provider provider based based on on several several criteria. criteria. Some Some of of the the most most important important of of these these include: include: 1) 1) the the financial financial stability of the insurance company stability of the insurance company, 2) the pri ce of policies, and 3) details of coverage and servi ce. Only a financially sound company can fulfill its promise to pay in all circumstances. Companies with proven records of stability can provide insurance security . Choi ce of a provider based solely on pri ce, on the the other other hand, may result hand, may result i n poor servi in poor servi ce ce and coverage, and coverage, even even if the if the provider provider adverti advertises comprehensive ses comprehensive coverage and high quality servi ce. Policy prices vary significantly among companies, but competition usually forces most companies’ companies’ pri prices ces into into a narrow a narrow range. The greater cost of some policies policies may pay may pay off off in in the the long long run run through through better better protection. protection. Thus, Thus, a a detailed detailed examination examination of of coverage coverage in in policies policies provided provided by by di di fferent, well-regarded companies can h elp consumers make the help consumers make the best choi c e ce based on based on the risks they they face, face, theitheir r needs, and their finances. People seeking to buy insurance often use the servi ces 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 individual individuals s as as personal personal lines coverage and and to to insurance purchased by businesses as commercial coverage. Ⅳ. Language Study 1. 1. get get by:by: be be good good enough enough but but not not very very good; good; manage manage to to live live or or do do things things in in a a satisfactory satisfactory way way Examples: 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 more when the new staff members arrive. 2. ... when when it it was was 30 30 below: below: Here Here the the Celsius Celsius scale scale is is used used instead instead of of the the Fahrenheit Fahrenheit scale, scale, (see (see Cultural 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 force Examples: A crane had to be used to haul the car out of the stream. Rescue workers hauled passengers out of the crashed train. 4. 4. improvement: improvement: the act or an instance of improving or being improved Examples: Internet Internet service service providers providers should should develop security improvement services services for 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. 5. supplement: supplement: add to sth. in order to improve it (followed by with) Examples: Peter does occasional freelance work to supplement his income. The doctor suggested supplementing my diet with vitamins E and A.6. 6. indoor: indoor: situated or used inside a building Examples: 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. 7. spray: 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. 8. pursue: pursue: follow Examples: After After graduation graduation Martin Martin chose chose to to pursue pursue the the same career same career as as his father his father as as a a minister. 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 pursue voca-tional and intellectual interests in their spare time. 9. 9. stack:stack: make into a pile Examples: Once the last few people had left the hall, the caretakers began stacking the chairs. Before Before being being processed processed into into lumber, lumber, the the wood wood must must be carefully be carefully stacked stacked to to prevent prevent warping. 10. wicked: e vil or bad evil or bad Examples: 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 end Examples: The The local local government government has has taken taken some some measures measures to to ensure ensure that that all all the the people people will will get 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 then Examples: 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 at him. 13. on balance: with all things considered Examples: I think, on balance, I didn’t treat you unfairly.On balan ce, it’s probably not advisable to change the company’s name.14. illustrate: p rovide with visual features; clarify by use of examples, etc. 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 ...: Iam not earning as much money as 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 Space technology technology has has generated generated thousands thousands of of products products for for everyday everyday use use such such as as lightweight materials used in running shoes. 17. insurance: a guarantee that you will receive money if something is lost or damaged, or have repairs a guarantee that you will receive money if something is lost or damaged, or have repairs paid for, by a financial company in return for regular payments you make to them Examples: Many nations have some form of compulsory unemployment insurance. People People regularly regularly buy buy insurance insurance to to reduce reduce uncertainty uncertainty and and to to protect protect themselves themselves from from future disasters. 18. pick up: be ready to pay Examples: 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: l esser or smaller in amount or importance, etc. 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 insurance policy a sum of money that you pay regularly to an insurance company for an insurance policy Examples: The The employers employers make the make the employees employees pay pay for for a a large large portion portion of of their their health health insurance insurance premium. Some Some people people are are complaining complaining that that car car insurance insurance premiums premiums have have increased increased too too much much this 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: r educe in size or amount (used in the patterns: 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: m ake or become smaller in amount, degree, etc. 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: g o to as a customer go to as a customer Examples: When he was a student, Sterling often patronized the little restaurant near the school. They no longer patronize the local department store because of its poor service. 26. Extravagant Christmases are a memory, and we combine vacations with story assignments.: We no longer have extravagant Christmases, and when a magazine sends me some where 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: suspect sb./ sth. of sth.; suspect that)Examples: China banned cosmetics suspected of containing substances that cause mad cow disease. It It was was perfectly perfectly all all right, right, Henry Henry said, said, because because the the police police had had not not suspected suspected him him of of anything. Scientists realized that that Mars’ Mars’ evolution evolution had had been been more complex more complex and fascinating than they had suspected. 28. budget: any any plan plan that that a a person, person, organization organization or or government government has has that that shows shows how how they will they will raise money and how they will spend the money they have Examples: The The personal personal or or family family budget budget is is a a financial financial plan plan that that helps helps individuals individuals to to balance balance income and expenses. The The General General Assembly Assembly has has exclusive exclusive authority authority to set to set the the UN UN budget, budget, paid paid for for by by all all members according to an agreed quota. 29. requirement: sth. needed or asked for Examples’. Patience is definitely a requirement for a career in teaching. Many Many schools schools have have tightened tightened their their requirements, requirements, and and test test scores scores for for admission admission have have been rising. 30. scale: a relative level or degree (usu. used in the phrase a relative level or degree (usu. used in the phrase on a... scale)Examples: After the Selma protest Martin Luther King continued to organize protests but not any on such a grand scale. e W e tested tested our our new new teaching teaching methods methods on on a small a small scale. scale. Indeed Indeed only only six classes were six classes were involved 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. Y ou know I can’t resist expensive per fumes. 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 first two years at college. 33. device: a piece of equipment designed to serve a special purpose a piece of equipment designed to serve a special purpose Examples: 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 the building. The rescuers used a special device for finding people trapped in the coalmine.an advantageous gain or return 34. profit: a n advantageous gain or return ture. Examples: The tax is likely to hit his company’s profits by up to 3 per cent in fuHe makes a big profit from selling waste material to textile companies. gain a a financial financial return return (used in the patterns: invest the patterns: (used in order to commit (money 35. invest: commit to gain (money or capital) or capital) in in order 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. mainly 36. primarily: m ainly Examples: We are primarily concerned with improving our working conditions. Men can usually run faster than women, primarily because they have greater muscular strength. 。
Unit 1 Personal Relationships 新编大学英语第三版综合教程课件
2. Accept others
A friend is someone who understands
your past, believes in your future, and
accepts you just the way you are.
T
After you befriend yourself, you will be
in groups to discuss the
following questions.
TASK TWO
We all have friends. A lot gets talked about friendships. Everyone wants a true friend, and many of us believe that we have a friend who can be called a true friend. What kind of relations do friends share? When can we call a T friend a true friend, and when can our friends take us as their true friend? After a romantic relationship, friendships are the most important relationships we can have. Though all of us have family and distant family, most of us rely on friends for advice, comfort and inspiration. How do we define a relation that can be called as one of true friendship?
《全新版大学进阶英语综合教程3》Unit 1教案
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U1-01Steps（步骤）教学组织Step One （步骤一）Lead-in:Pair work: You are going to hear a talk about a working holiday. Listen to it twice and complete the following summary according to what you have heard. Compare your answers with your partner. Before you start, getting to know the following new words and expressions might be helpful.Going on a working holiday has many advantages:A working holiday visa grants you access to a country for a longer period of time than a standard tourist visa.The travel is sustainable in the sense that you can keep refilling your travel funds with employment .You can try different types of jobs , even the ones that you normally wouldn’t do when at home . And in this sense, a working holiday could be a life-changing experience.You are more likely to meet and make friends with the locals, not just other tourists . They can introduce you to a new culture .A working holiday makes a good break. A popular time to sign up for a working holiday is the break between high school and college or the break after college and before entering the real working world .Video watching:After watching the video, discuss the following questions with your partner:1. What is the girl’s identity?A. a young employeeB. a waitress《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U1-02《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U1-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）编号：U1-04。
新编英语教程3unit1new
Unit 1
Text I My First Job
Text II The Interview
Text I
Text II
Oral Work
Guided Writing
Listening
2.Do you think you can be a competent employee
before you take your first job?
Text I
Strucห้องสมุดไป่ตู้ure
narration
Experience of a job interview Campus, President
description
Text I
6 The school, he said, consisted of one class of twenty-four boys, ranging in age from seven to thirteen. I should have to teach all subjects except art, which he taught himself. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.
―dining room‖, ―future work‖
Topic
Frightening and annoying experience Unpleasant job ―I should not come here‖
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Step 1 Listening In and Speaking out !
1 Prepare for the new words 2 Listen and try to understand
1. When you receive a job offer, what issues must you consider before making a decision?
Unit 1
Text I My First Job Text II How to do well on a Job Interviewing Listening Comprehension Writing a Diary
suburb, summon, awkward, dreary, gabled, ever-green, fume, an air of, disapproval, colonel, grunt, dingy, proceed, margarine, mumble, attach importance to, consist of, appall, split, dismayed, diffidently, protest, get to one’s feet, last straw, prospect
－ Arnold Toynbee
Choose a job you love, and you will never have to
work a day in your life. － Confucius
好之者不如乐之者。——出自《论语·雍也》
3. Speaking out
What kind of job do you think is an ideal job for you?
Work surroundings Interest Opportunity potential Salary Benefits
What kind of personal qualifications do you think you should have?
Step 2 Reading famous sayings
There are no menial (humble) jobs, only menial attitudes.
－ William J. Bennett
The supreme accomplishment is to blur the line between work and play.
3. Why is a job with a lack of opportunities considered a bad offer?
Because a lack of opportunities can dampen interest in the work and result in frustration and boredom.
Mature, competent, experienced reliable, honest, responsible creative, highly-motivated Independent, resourceful Ambitious, aggressive Energetic, open-minded Sociable, selfless/unselfish
4. List several sources where you can find information about earnings and benefits.
You can find information about earnings and benefits from your family, friends, or acquaintances who recently were hired in similar jobs. Or you can ask your teachers and the staff in placement offices about starting pay for graduates with your qualifications. Help-wanted ads in newspapers sometimes give
1). When you receive a job offer, you must consider many issues before making a decision, such as: Will the organization be a good place to work? Will the job be interesting? Are there opportunities for advancement? Is the salary fair? Does the employer offer good benefits?
5. Why is the organization’s policy regarding overtime an important factor to consider?
Because depending on the job, you may or may not be exempt from laws requiring the employer to compensate you for overtime.
2. Can you ask your potential employer directly about such issues?
Yes, you can ask your potential employer directly about such issues, and you should also do some checking on your own.