unit3大学英语精读1教学文稿
最新第二版 现代大学英语精读 3 Unit1 Your- College- Years讲课稿
Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive不适应的, 不利于适应的 manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.
第二版 现代大学英语精读 3 Unit1 Your- College-
Years
contents
Part One: Warm-up Part Two: Background Information Part Three: Text Appreciation Part Four: Language Study Part Five: Exercises
5. Is there generation gap between your parents and you?
College Years vs. Seasons
Whaቤተ መጻሕፍቲ ባይዱ do you think the four seasons represent and explain why?
大学英语精读第一册 Unit 3
授课内容上课地点：C3001,F718教学目标1.To grasp the main idea of the text by appreciating general statement.2.To learn the basic reading skill: reading in thought groups.3.To master the key phrases and some sentence patterns.4. To conduct a series of listening, speaking, reading and writing activities related to the theme of the unit.教学要点1.focus: words and phrasespresent, ready for sth., rare, occasion, content to (do sth.), primary, round (around) the corner, arrange for, efficient, endure, disappoint2. Writing method and reading skills.教学内容教学设计Unit 3 (理论6学时，课内实践2学时)1.主要内容：(1) Section A The Present(2) Section B The Young and the Old(3) Reading skills: Reading in Thought Groups(4) Structured writing: Subordination: Combining Two Simple Sentences byTurning One of Them into a Subordinate Clause教学步骤与方法：(1)Warm up and lead in (10 min)(2) Intensive learning (185 min)(3) Interactive practice (55 min)(4) Go-over (15 min)(5) Sum-up and assign homework (5 min)Warm up and lead in:1. Do you often call your parents? What do you usually talk about with yourparents on the phone?2. Do you know your parents’ birthdays? What do you usually do to celebrate their birthdays?3. Suppose your mother were fifty tomorrow. What birthday present would you send her?Background Information:1. Fun Facts about Happy Birthday to YouHappy Birthday to You, the four-line song was written as a classroom greeting in 1893 by two American teachers, Mildred J. Hill, and Dr. Patty Smith Hill.The melody of the song Happy Birthday to You was composed by Mildred J. Hill, a schoolteacher. The song was first published in 1893, with the lyrics written by her sister, Patty Smith Hill.Happy Birthday to You was copyrighted in 1935 and renewed in 1963. The song was apparently written in 1893, but first copyrighted in 1935 after a lawsuit.In 1988, Birch Tree Group, Ltd. sold the rights of the song to Warner Communications for an estimated $25 million.In the 1980s, the song Happy Birthday to You was believed to generate about $1 million in royalties annually. With Auld Lang Syne and For He's a Jolly Good Fellow, it is among the three most popular songs in the English language.2. Important Birthdays in the West(1). 21(18 now in many countries) family party; a major present (watch; car)(2).over 70 a special way to celebrate(3). 100 the centennial birthday, unusual occasion, may receive a telegramor a letter of congratulations from some famous figures (Prime Minister or PPT usage Questioning ComparisonBackground informationQueen), family party; count great grandchildren and grandchildren3. Traditional Birthday Celebration in Western CountriesSaying “Happy Birthday”Opening the presentsFood and drinks are servedTurning off the light and light the candlesSinging birthday song and make a wishThe birthday person blows out the candles on the cakeThe birthday person cuts the cakeThe guests wish the birthday person “happy birthday”again and leave.In the West, it is customary to hold a party in celebration of a person’s birthday. The guests will come to the party with birthday presents and say “Happy Birthday”to the birthday person. The guests then watch him or her open the presents and he or she thanks them for the presents they have brought. At the party drinks and food are served. Toward the end of the dinner the lights in the room are turned off, and someone comes in from another room with a cake on which are lighted candles, one for each year. At the sight of the cake the guests begin singing “Happy Birthday to You”and the birthday person makes a wish before he or she blows out the candles on the cake. It is said that the wish will come true if all the candles go out in one puff. After that, the cake is cut in slices usually by the birthday person, one piece for each guest. When the party comes to an end, the guests wish the birthday person “Happy Birthday”again and leave.Intensive learning:Words and phrases:1.present: n. giftI’d like to send Mary a wedding present.v. give; introduceThe little girl presented a bouquet to the Queen. Example Similar words TranslationCollocation: at present 现在for the present 暂时2. ready for sth.: prepared and fit for useAre you ready for class?Get ready for dictation.Collocation: be ready to do sth 准备好做某事3. rare: adj.1) unusual; not often happening or seenIt is rare for her to go out at night.2) (of a substance, esp. atmosphere) thin, not denseThe Tibetans are used to the rare air around the Himalayas.CF: rare, occasional & scarce 均含“稀罕的，很少发生的”之意。
大学英语精读(第三版)Unit-1-5讲稿
大学英语精读(第三版)Unit-1-5讲稿College EnglishIntensive ReadingBook OneUnit OneT eaching PlanI.Objectives and Requirements：1、Reading and Writing Course教学目标：1.T o understand the true meaning of“language learning strategy”and talk about it;2.T o read the text and try to evaluate andpractice the strategies introduced in the text;3.T o write a paragraph stating how you planto develop your listening comprehesion and pay attention to the use of connectives;4.T o learn some reading techniques and skills:how to read a text and predict the writer’s ideas.;5.T o master the key phrases and some sentencepatterns.教学要求：1．要求学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用关联词。
2．掌握新单词、句型的使用方法；加强相关听说训练。
3.掌握阅读技巧：寻找关键词和句。
教学建议：1．在教学过程中启发学生开展关于“学习策略”的探讨，帮助学生树立和培养自主学习、自我探究的学习方式，掌握必要的学习策略，激发学习潜能。
2．提供最新的资料背景知识，如视频，新闻报道等。
2、Listening and Speaking CourseUnit1:learn to listen for Names,introduceyourself or others in a conversation,understand and talk about college life.3、C omprehensive Exercises BookUnit1:The students finish the exercises in their spare time.II.T eaching arrangement&Time Allotment1）Reading and Writing Course6periods2）Listening and Speaking Course2periods(every two weeks)III.T eaching MethodsCommunicative ApproachLearner-centered T eachingT ask-based LearningT ranslation MethodMultimedia ApproachIV.Presentation ProceduresLecture notesText:Some Strategies for Learning EnglishPart I.Background Information:1.T oday’s English:Worldwide over1.4billion people live in countries where English has offical status.One out of five of the world’s population speaks some English.And at present one in five is learning English.With economic globalization and China’s opening up to the world,it has become increasingly important for the younger generation to master English.In a sense,English is not teachable,but learnable.nguage learning strategies:They are used by learners to complete speaking, reading,vocabulary,listening or writing activities presented in language lessons. Recognizing that there is a task to complete or a problem to solve,language learners will use whatever strategies they possess to attend to the language-learning activity.Possible language learning strategies include:using practice opportunities,self-evaluation,selective attention,time management, reviewing notes taken in class and checking one’s understanding,constantly seeking answers to questions instead of passively receiving information,ect.3.Input-output balance theory in language learning:Input in language learning refers to information read,seen or heard by the learner,while output refers to what the learner produces in writing or speaking.The input-output balance theory in language learning believes that one can learn a language well through maintaining a balance between input and output.Part II.Warm-up Activities:Step1.Ss Introduce themselves and talk about new college life.Step2.T opic-centered Discussion(Group work)1.Do you enjoy learning English?Why or why not?2.What do you think is the most effective way of learning English?3.What is the greatest difficulty you have in your learning of English? Step3.T makes a brief introduction to English learning and learning strategies.Part III.T ext Analysis:Main Ideas:(Summary Writing)English as an international language is of vital importance for everybody to learn.Learning English is(绝非易事)by no means easy.Besides(持续的刻苦努力) sustained hard work,we need employ some learning strategies to(促进我们的学习) facilitate our learning.(我们应当以不同的方式对待生词)we should deal with new words in different ways.Active words demand constant practice while passive words only need to be recognized.As we try to understand the meaning of a word,we are also reminded of(它们的习惯用法)their idiomatic usage.Listening,speaking,reading and writing are the four basic skills that(我们不断努力试图获得的)we are constantly trying to acquire.In order to improve the four skills,we are suggested to listen to English every day,(抓住一切机会说英语)seize every opportunity to speak,read widely(难度适中的材料)materials at a proper level of difficulty and write regularly.Listening and reading(为我们提供语言输入) provide us with language input and we are expected to(实际运用我们所学的东西)put what we have learned into practice through speaking and writing. Structure:A strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time.In introducing some strategies,the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve the problems.Please scan the text for some examples of the Problem—Strategy structure.Problems Strategies1.It is impossible to memorize 1.Deal with ative vocabulary and passiveall the new words you are learning.vocabulary differently.2.You don’t know the idiomatic 2.Watch out for not only the meaning of ausage of some words.word but also the way it is used indailylife.3.You may not be able to catch a 3.Listen to it over and over again.lot after listening to a passagefor the first time.4.There are few situations for you 4.Seize every opportunity to speak Englishto practice speaking English at school.with or without a partner.Part IV.Learning points:1).Find out the active expressions:1.by no means not at all2.at fault responsible for something bad that has happened3.watch out for look out for;be on(one's)against4.seek out look for;try to find someone or something,especiallywhen this is difficult5.put…into practice carry out or performT ranslate the following into English:1.我对目前的表现一点也不满意。
大学英语精读第三册第一单元讲义
Unit 1 Book 3I. Words and Expressions1. notion: n. an idea, belief or concept*Our management system is based on the notions of personal equality and liberty. 我们的管理体系是基于人的平等、自由观念而建立的。
She has no notion of the difficulty of this problem.CF. idea, concept & notion这些名词均有“思想”、“观点”、观念”之意。
idea最普通，几乎适用于任何方面的思维活动。
concept指从众多实例中通过概括、归纳而形成的对事物本质、全貌及其内部联系的比较系统的概念或看法。
notion指的是一种模糊的、变化莫测的想法，无可靠的基础，是未经深思熟虑的、甚至让人觉得荒谬的观点。
(Directions:) Fill in the blanks with the words above. Change the form where necessary.(1) She seemed unfamiliar with the ______ that everyone should have an equal opportunity. (=concept)(2) I have no _____ how she managed to do this. (= idea/notion)(3) I had a silly _____ that he would come back and beg me for forgiveness. (=notion)(4) Don't get any _____ about revenge. (=ideas)2. criterion: n. standard by which sth. is judged*The company’s criterion for success is high sales.对一些出版商而言，评判一本书是否畅销的标准是长度而非内容。
大学英语精读第一册第三课ThePresent
大学英语精读第一册第三课ThePresent大学英语精读第一册第三课The Present导语：生日那天我们都会收到亲朋好友送的生日礼物，下面YJBYS店铺分享一篇有关礼物的英语课文，欢迎大家前来学习!UNIT three: The PresentTEXTThey say that blood is thicker than water, that our relatives are more important to us than others. Everyone was so kind to the old lady on her birthday. Surely her daughter would make an even bigger effort to please he?The PresentIt was the old lady's birthday.She got up early to be ready for the post. From the second floor flat she could see the postman when he came down the street, and the little boy from the ground floor brought up her letters on the rare occasions when anything came.Today she was sure the would be something. Myra wouldn't forget her mother's birthday, even if she seldom wrote at other times. Of course Myra was busy. Her husband had been made Mayor, and Myra herself had got a medal for her work the aged.The old lady was proud of Myra, but Enid was the daughter she loved. Enid had never married, but had seemed content to live with her mother, and teach in a primary school round the corner.One evening, however, Enid said, "I've arranged for Mrs. Morrison to look after you for a few days, Mother. T omorrow I have to go into hospital--just a minor operation, I'll soon be home."In the morning she went, but never came back--she died onthe operating table. Myra came to the funeral, and in her efficient way arranged for Mrs. Morrison to come in and light the fire and give the old lady her breakfast.Two years ago that was, and since then Myra had been to see her mother three times, but her husband never.The old lady was eight today. She had put on her best dress. Perhaps--perhaps Myra might come. After all, eighty was a special birthday, another decade lined or endured just as you chose to look at it.Even if Myra did not come, she would send a present. The old lady was sure of that. Two spots of colour brightened her cheeks. She was excited--like a child. She would enjoy her day.Yesterday Mrs. Morrison had given the flat an extra clean, and today she had brought a card and a bunch of marigolds when she came to do the breakfast. Mrs. Grant downstairs had made a cake, and in the afternoon she was going down there to tea. The little boy, Johnnie, had been up with a packet of mints, and said he wouldn't go out to play until the post had come."I guess you'll get lots and lots of presents," he said, "I did last were when I was six."What would she like? A pair of slippers perhaps. Or a new cardigan. A cardigan would be lovely. Blue's such a pretty colour. Jim had always liked her in blue. Or a table lamp. Or a book, a travel book, with pictures, or a little clock, with clear black numbers. So many lovely things.She stood by the window, watching. The postman turned round the corner on his bicycle. Her heart beat fast. Johnnie had seen him too and ran to the gate.Then clatter, clatter up the stairs. Johnnie knocked at her door."Granny, granny," he shouted, "I've got your post."He gave her four envelopes. Three were unsealed cards from old friends. The fourth was sealed, in Myra's writing. The old lady felt a pang of disappointment."No parcel, Johnnie?""No, granny."Maybe the parcel was too large to come by letter post. That was it. It would come later by parcel post. She must be patient.Almost reluctantly she tore the envelope open. Folded in the card was a piece of paper. Written on the card was a message under the printed Happy Birthday -- Buy yourself something nice with the cheque, Myra and Harold.The cheque fluttered to the floor like a bird with a broken wing. Slowly the old lady stooped to pick it up. Her present, her lovely present. With trembling fingers she tore it into little bits. NEW WORDSrelativen. 亲属，亲戚presentn. gift 礼物，赠品postmann. 邮递员rarea. not happening often 罕见的;不常发生的occasionn. special time; time when sth. happens 时刻，时机;场合mayorn. chief official of a city or town 市长medaln. 奖章ageda. oldcontenta. satisfied; pleased 满意的;高兴的primarya. first; earliest 首要的;最初的arrangevi. make preparations; plan 作安排，筹划minora. not serious or important 较小的;次要的operatevi. cut the body in order to set right or remove a diseased part 开刀，动手术operating tablen. a special table in a hospital, where operations are done 手术台funeraln. 葬礼efficienta. able to plan and work well 效率高的decaden. ten yearsendurevt. bear (pain, suffering, etc.) 忍受，忍耐spotn. a round area that is different from the main surface 点，斑点brightenvt. make bright or brighter 使发光;使发亮。
大学英语精读第三版1教案
教学目标：1. 让学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用关联词。
2. 帮助学生掌握新单词、句型的使用方法，加强相关听说训练。
3. 培养学生阅读技巧，学会寻找关键词和句。
教学重点：1. 中心思想和文章结构的理解2. 关联词的使用3. 阅读技巧教学难点：1. 关联词的运用2. 阅读技巧的掌握教学时间：2课时教学过程：一、导入1. 引导学生回顾上节课所学内容，激发学生对新课程的兴趣。
2. 介绍本单元的主题和背景，让学生对文章有一个初步的了解。
二、阅读教学1. 阅读课文，让学生找出文章的中心思想和主要论点。
2. 分析文章结构，让学生了解文章的组织方式和段落之间的逻辑关系。
3. 学习并运用关联词，帮助学生理解段落之间的联系。
4. 指导学生寻找关键词和句，提高阅读速度和理解能力。
三、写作教学1. 讲解关联词的使用方法，让学生在写作中学会运用。
2. 给学生提供写作素材，引导学生进行写作练习。
3. 鼓励学生相互交流，互相批改，提高写作水平。
四、课堂活动1. 组织学生进行小组讨论，分享阅读心得和写作经验。
2. 让学生上台展示自己的写作成果，教师进行点评和指导。
五、课后作业1. 复习本单元所学内容，巩固知识点。
2. 完成课后阅读练习，提高阅读技巧。
3. 根据所学知识，写一篇关于关联词使用的作文。
教学评价：1. 通过课堂提问、小组讨论、写作练习等方式，评价学生对本单元知识的掌握程度。
2. 关注学生的阅读速度和理解能力，以及关联词的运用情况。
3. 评价学生的写作水平，包括文章结构、内容、语言表达等方面。
教学反思：1. 在教学过程中，关注学生的个体差异，因材施教。
2. 营造良好的课堂氛围，激发学生的学习兴趣。
3. 注重培养学生的自主学习能力，提高学生的综合素质。
大学英语精读3u1电子教案
一、课题Unit 1 The Art of Cooking二、教学目的1. 掌握本单元的核心词汇和短语。
2. 理解课文大意，掌握文章结构。
3. 提高阅读理解能力和英语写作能力。
4. 培养学生对烹饪艺术的兴趣。
三、教学重点1. 词汇：cooking, ingredient, recipe, seasoning, chef, etc.2. 句型：What is the ingredient for this dish? / How do you prepare it?3. 文章结构：介绍烹饪艺术的历史、重要性以及相关词汇。
四、教学难点1. 理解烹饪艺术在历史和文化中的地位。
2. 掌握文章中的复杂句型。
五、课时安排2课时六、教学过程第一课时1. 导入新课- 通过展示一些烹饪图片，引导学生进入烹饪艺术的话题。
- 提问：What do you know about cooking? What is the importance of cooking?2. 预习课文- 让学生快速浏览课文，了解文章大意。
- 提问：What is the main topic of this passage?3. 词汇讲解- 通过图片、例句等方式讲解核心词汇和短语。
- 重点讲解cooking, ingredient, recipe, seasoning, chef等词汇。
4. 句型练习- 练习句型：What is the ingredient for this dish? / How do you prepare it?- 让学生用所学词汇和句型进行对话练习。
5. 课文讲解- 讲解课文第一段，介绍烹饪艺术的历史。
- 讲解课文第二段，分析烹饪艺术的重要性。
- 讲解课文第三段，讲解烹饪艺术的相关词汇。
第二课时1. 复习上节课内容- 提问：What did we learn about cooking in the last class?2. 课文讲解- 讲解课文第四段，介绍烹饪艺术的发展。
大学英语精读第一册上海外语教育出版社Unit3The present(1)
Group work 课堂活动：
Summary 课堂小结:
1、Sum up according to what you have learned 2、Review the difficult words and phrases.
Homework 作业:
• 1、Master the words. • 2、Recite the phrases and review • the notes • 3、Preview the following paragraghs.
Unit 3 The present (1)
制作：穆 主讲：穆
莹 莹
Review 复习提问：
• Dictate the words that we • have learned in last lesson
Lead-in 新课导入：
AIMS 职业综合能力培养目标: • 1 Knowledge aim: To grasp the basic points • 2 Ability aim: To master some good learing methods • 3 Emotion aim: To love English • and develop students' oral • English
• Today she was certain there would be something in the post for her---either a letter or a present.
• content to:
• pleased to do sth. satisfied to do sth
The sentence: and the little boy from the...
董亚芬大学英语精读(第三版)第1册教案-Unit3解析
Unit 3 The PresentI. Background information1. Traditional Birthday Celebration in Western CountriesIn the West, it is customary to hold a party in celebration of a person’s birthda will come to the party with birthday presents and say “Happy Birthday” to the birthda The guests then watch him or her open the presents and he or she thanks them for the presentsthey have brought. At the party drinks and food are served. Toward the end of the dinner thelights in the room are turned off, and someone comes in from another room with a cake onwhich are lighted candles, one for each year. At the sight of the cake the guests begin singing“Happy Birthday to You” and the birthday person makes a wish before he or she blows out the candles on the cake. It is said that the wish will come true if all the candles go out in one puff.After that, the cake is cut in slices usually by the birthday person, one piece for each guest.When the party comes to an end, the guests wish the birthday person “Happy Birthday and leave.2. Important birthdays in the WestAt 21, the age of majority (now lowered to 18 in many countries), one becomes an adult.Usually the family has a big party for the new adult and a major present—an expensive watch ora car—is given him or her. The present, of course, various from family to family.Any birthday past 70 is celebrated in a special way by family members just because t he birthday person is getting old and may die before another birthday comes round. That is why theauthor of The Presentsays “eighty was a special birthday”.And then, 100—the centennial birthday—is generally regarded as an unusual occasion because few people reach it. The centenarian may even receive a telegram or a letter ofcongratulations from prominent political figures, such as the Prime Minister and the Queen ifthe anniversary is celebrated in Britain. Again the family may hold a party attended by relativesand surviving friends as well. Among other things the centenarian takes delight in countinggreat grandchildren and grandchildren at the party.Ⅱ.New Words1.rare: adj. not happen / see often; (of a substance, esp. atmosphere)thin, not denseExample: Environments were able to preserve the rare turtle before it reached.Natural resources are rare in this region.The higher we go above the earth, the rarer the air is.Would you like it rare, medium, or well-done?★rare / scarce① rare: 长期缺少而珍贵的东西，还可以表示“频率低的，罕见的，缺少的”如：a rare book珍本，a rare metal稀有金属。
unit3大学英语精读1教学文稿
Myra and was disappointed to receive only a check.
What is the story about? The story is an account of what happens to an old woman on her eightieth birthday.
What did she expect on her 80th birthday? She expected her daughter to come to see her. Or at least to send her a present.
___s_il_v_e_r_c_u.p. 3. The committee is presenting its investigation
report next week. →(Chinese) 委员会将于下星期提出调查报告。
adj.出席的；现在的；现存的
1. 有三十位客人出席这次典礼→English
will not move just to be close to their children. The majority of older people in the United States, in fact, prefer not to live with their children — they like to be
got a medal for her work for the aged,
现代大学英语精读三unit1教案
现代大学英语精读三U n i t1教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN教案一:Unit 1 Your College YearsI. Teaching PlanThis essay is planned to finish in 20 minutes.1-3 mins Warming-up & Pre-reading4-17 mins While-reading18-20 mins Post-readingII. Teaching Aims:1. Knowledge aims(1) Students can understand and master the new words and expressions.(2) Students can master the main grammar.2. Ability aims(1) Students can understand the main idea through listening to tape.(2) Students can express their attitudes toward the article in English.(3) Enhance students' reading ability and skills of guessing new words in context.3. Emotion aims(1) Help students to understand the university life(2) Improve students' sense of cooperative learning.III. Teaching Methods:Task-based method, Grammar-translation method.IV. Teaching Difficult / Key Points:1. GrammarParallel structure, Object clause2. Writing techniquesV. Teaching Contents:Step 1: Warming upLead in the topic by providing some basic backgrounds.1. BackgroundAuthor -- Bob HartmanBob Hartman is a storyteller of children and part - time pastor. He was born in Pittsburgh in the United States.(Justification: Help students to know about the author and understand the essay better.)Step 2: Pre-readingAsk students to have a free talk:1.In the 1st college year, did you experience anything different from that in highschool2.What do you think about these differences?(Justification: Arouse interest of students.)Step 3: While-reading1. New Words(1)Endeavor v. to try very hardeg. He endeavored to claim himself down but in vain.辨析:Endeavor强调愿望发自内心以及用异乎寻常的极大努力去做某事，尤指克服困难。
现代大学英语精读三Unit1教案
现代大学英语精读三Unit1教案第一篇：现代大学英语精读三Unit 1 教案教案一:Unit 1 Your College Years I.Teaching Plan This essay is planned to finish in 20 minutes.1-3 minsWarming-up &Pre-reading 4-17 minsWhile-reading 18-20 mins Post-reading II.Teaching Aims:1.Knowledge aims(1)Students can understand and master the new words and expressions.(2)Students can master the main grammar.2.Ability aims(1)Students can understand the main idea through listening to tape.(2)Students can express their attitudes toward the article in English.(3)Enhance students' reading ability and skills of guessing new words in context.3.Emotion aims(1)Help students to understand the university life(2)Improve students' sense of cooperative learning.III.Teaching Methods: Task-based method, Grammar-translation method.IV.Teaching Difficult /Key Points:1.Grammar Parallelstructure, Object clause2.Writing techniques V.Teaching Contents: Step 1: Warming up Lead in the topic by providing some basic backgrounds.1.Background Author--Bob Hartman Bob Hartman is a storyteller of children and part-time pastor.He was born in Pittsburgh in the United States.(Justification:Help students to know about the author and understand the essay better.)Step 2: Pre-readingAsk students to have a free talk: 1.In the 1st college year, did you experience anything different from that in high school?2.What do you think about these differences?(Justification: Arouse interest of students.)Step 3: While-reading 1.New Words(1)Endeavorv.to try very hard eg.He endeavored to claim himself down but in vain.辨析: Endeavor强调愿望发自内心以及用异乎寻常的极大努力去做某事，尤指克服困难。
大学思辨英语教程精读1unit3
Unit 3Preparatory work1. Deborah Tannen is University Professor and Professor of Linguistics at Georgetown University and author of many books and articles about how the language of everyday conversation affects relationships. She is best known as the author of You Just Don ‘t Un derstand: Women and Men in Conversation, which was on the New York Times best seller list for nearly four years, including eight months as No. 1, and has been translated into 31 languages. This is the book that brought gender differences in communication style to the forefront of public awareness. Her most recent book, You Were Always Mom’s Favorite! Sisters in Conversation Throughout Their Lives, also a New York Times best seller, received a Books for a Better Life Award and was featured on 20/20(美国电视节目）and NPR(National Public Radio)'s Morning Edition.Among her other books, You're Wearing THAT?: Understanding Mothers and Daughters in Conversation spent ten weeks on the New York Timesbest seller list; Talking from 9 to 5: Women and Men at Work was a New York Times Business best seller; The Argument Culture: Stopping America's War of Words received the Common Ground Book Award; and I Only Say This Because I Love You: Talking to Your Parents, Partner, Sibs, and Kids When You're All Adults received a Books for a Better Life Award.In addition to her seven books for general audiences, Tannen is author or editor of sixteen books and over one hundred articles for scholarly audiences. She has also published poems, short stories, plays and personal essays.Academic interests: gender and language, interactional sociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow,1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.2）Edward SapirEdward Sapir (/səˈpɪər/; 1884–1939) was an American anthropologist-linguist, who is widely considered to be one of the most important figures in the early development of the discipline of linguistics. Sapir studied the ways in which language and culture influence each other, and he was interested in the relation between linguistic differences, and differences in cultural world views. This part of his thinking was developed by his student Benjamin Lee Whorf into the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.2) John Joseph GumperzJohn Joseph Gumperz (January 9, 1922 –March 29, 2013) was an American linguist and academic. Gumperz was, for most of his career, a professor at the University of California in Berkeley. His research on the languages of India, on code-switching in Norway, and on conversational interaction, has benefitted the studyof sociolinguistics, discourse analysis, linguistic anthropology, and urban anthropology.2) E. M. ForsterE.M. Forster, in full Edward Morgan Forster (born January 1, 1879, London, England—died June 7, 1970, Coventry, Warwickshire), British novelist, essayist, and social and literary critic. His fame rests largely on his novels Howards End （霍华德庄园）(1910) and A Passage to India （印度之旅）(1924) and on a large body of criticism. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.2) Robert KaplanAmerican applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric（对比修辞）, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and morethan 85 book reviews and other ephemeral（short-lived) pieces in various newsletters(时事通讯）, as well as 9 special reports to the U.S. government and to governments elsewhere.3) pragmaticsPragmatics is a systematic way of explaining language use in context. It seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics. As a field of language study, pragmatics is fairly new. Its origins lie in philosophy of language and the American philosophical school of pragmatism. As a discipline within language science, its roots lie in the work of (Herbert) Paul Grice on conversational implicature（会话含义）and the cooperative principle（合作原则）, J. L. Austin and John Searle on speech act（言语行为）, and on the work of Stephen Levinson, Penelope Brown and Geoff Leech on politeness.4) Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words,cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm.5) Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause（有声停顿）and unfilled or silent pause（无声停顿）. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization（发声）.Critical readingI. Comprehension CheckI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausingand in showing listenership in a conversation, one does not need to stop and think for a decision. Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in paras 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience.Section 2.3 is also organized in the order of “question-answer”.Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24).Section 2.5: example-discussion.Section 2.6: personal experience and a very brief interpretation.Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese).Section 2.8: definition and illustration.(5) The experience in a dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6) Generally speaking, the eight levels are arranged in the order of importance, from the core of verbal communication to more peripheral (secondary) factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7) As has been illustrated in part II, verbal communication involves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate （阐明）abstract and difficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2). Falter: to become weaker and unable to continue in an effective way (Longman)（3）Which levels of communication difference are labeled automatic processing in the text? Why? Pacing and pausing, listenership. In deciding when totalk and what to say, the speaker usually takes a conscious speech planning（section 2.1&2.2）, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision(para. 20).Why pacing and pausing is automatic because we have got accustomed to it in our daily life and made it a truism or formula after practicing it again and again in our daily communication. We have remembered the subtle change of pacing and pausing（para 19）(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary at many other levels, e.g., proxemics(人际距离学/亲近学) and turn-taking（话语轮次）in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability(Can you pass me the salt?).3) For example, introvert（内向的）people may be more tolerant of silence in face-to-face verbal interaction while extroverts（外向的）usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy people more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off (2) out (3) across (4) away (5) up (6) between, for (7) after (8) out of, into (9) off (10) up (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpretII. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked to achieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true inbusiness and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
董亚芬大学英语精读(第三版)第1册教案 Unit3
Unit 3 The PresentI. Background information1. Traditional Birthday Celebration in Western CountriesIn the West, it is customary to hold a party in celebration of a person’s birthday. The guests will come to the party with birthday presents and say “Happy Birthday” to the birthday person.The guests then watch him or her open the presents and he or she thanks them for the presents they have brought. At the party drinks and food are served. Toward the end of the dinner the lights in the room are turned off, and someone comes in from another room with a cake on which are lighted candles, one for each year. At the sight of the cake the guests begin singing “Happy Birthday to You” and the birthday person makes a wish before he or she blows out the candles on the cake. It is said that the wish will come true if all the candles go out in one puff.After that, the cake is cut in slices usually by the birthday person, one piece for each guest.When the party comes to an end, the guests wish the birthday person “Happy Birthday” again and leave.2. Important birthdays in the WestAt 21, the age of majority (now lowered to 18 in many countries), one becomes an adult.Usually the family has a big party for the new adult and a major present—an expensive watch ora car—is given him or her. The present, of course, various from family to family.Any birthday past 70 is celebrated in a special way by family members just because the birthday person is getting old and may die before another birthday comes round. That is why the author of The Present says “eighty was a special birthday”.And then, 100—the centennial birthday—is generally regarded as an unusual occasion because few people reach it. The centenarian may even receive a telegram or a letter of congratulations from prominent political figures, such as the Prime Minister and the Queen if the anniversary is celebrated in Britain. Again the family may hold a party attended by relatives and surviving friends as well. Among other things the centenarian takes delight in counting great grandchildren and grandchildren at the party.Ⅱ.New Words1.rare: adj. not happen / see often; (of a substance, esp. atmosphere)thin, not denseExample: Environments were able to preserve the rare turtle before it reached.Natural resources are rare in this region.The higher we go above the earth, the rarer the air is.Would you like it rare, medium, or well-done?★rare / scarce① rare: 长期缺少而珍贵的东西，还可以表示“频率低的，罕见的，缺少的”如：a rare book 珍本，a rare metal稀有金属。
现代大学英语精读1unit3教案
授课班级：英语专业一年级课时安排：2课时教学目标：1. 掌握本单元的关键词汇、短语和常用句型。
2. 理解课文内容，提高阅读理解能力。
3. 培养学生的批判性思维，引导学生对课文内容进行深入思考。
4. 提高学生的口语表达能力，鼓励学生在课堂上积极参与讨论。
教学内容：1. 课文内容：介绍一位著名作家的生平及创作特点。
2. 词汇：掌握本单元的关键词汇，如：biography, creativity, inspiration等。
3. 语法：学习过去时和现在完成时的用法。
4. 阅读策略：引导学生掌握阅读技巧，提高阅读速度和理解能力。
教学步骤：第一课时一、导入1. 教师简要介绍本单元作者及背景知识。
2. 学生分享自己对该作者的了解。
二、课文阅读1. 学生自主阅读课文，注意把握文章大意。
2. 教师提问，检查学生对课文内容的理解。
三、词汇学习1. 教师讲解本单元重点词汇，如：biography, creativity, inspiration等。
2. 学生跟读并练习使用这些词汇。
四、语法学习1. 教师讲解过去时和现在完成时的用法。
2. 学生进行语法练习，巩固所学知识。
五、总结1. 教师总结本节课所学内容，强调重点词汇和语法。
2. 学生回顾本节课所学，提出疑问。
第二课时一、复习导入1. 教师提问，检查学生对上节课所学内容的掌握。
2. 学生分享自己对作者及作品的看法。
二、课文精读1. 学生朗读课文，注意语音、语调。
2. 教师讲解课文中的重点句子和段落。
三、讨论与思考1. 教师提出问题，引导学生对课文内容进行深入思考。
2. 学生分组讨论，分享自己的观点。
四、写作练习1. 教师布置写作任务，要求学生运用本单元所学词汇和语法。
2. 学生独立完成写作任务。
五、课堂总结1. 教师总结本节课所学内容，强调重点。
2. 学生回顾本节课所学，提出疑问。
教学评价：1. 课堂参与度：观察学生在课堂上的发言情况，评价其参与度。
2. 作业完成情况：检查学生的写作练习，评价其语言运用能力。
现代大学英语精读(1)Unit3课文
现代大学英语精读(1)U n i t3课文-CAL-FENGHAI.-(YICAI)-Company One1Lesson ThreeTEXT AMessage of the Land Pira SudhamPre-class Work IRead the text once for the main idea. Do not refer to the notes dictionaries or the glossary yet.Yes, these are our rice fields. They belonged to my parents and forefathers. The land is morethan three centuries old. I'm the o nly daughter in our family and it was I who stayed with myparents till they died. My three brothers moved out to their wives' h ouses when they gotmarried. My husband moved into our house as is the way with us in Esarn. I was then eighteenand he was nineteen. He gave me six children. Two died in infancy from sickness. The rest, twoboys and two girls, went away as soon as we could afford to buy jeans for them. Our oldestson got a job as a gardener in a rich man's home in Bangkok but later an employ ment agencysent him to a foreign land to work. My other son also went far away.One of our daughters is working in a textile factory in Bangkok, and the other has a job in astore. They come home to see us no w and then, stay a few days, and then they are off again.Often they send some money to us and tell us that they are doing well.I know this is notalways true. Sometimes, they get bullied and insulted, and it is like a knife piercing my heart. It'seasier for my husband. He has ears which don't hear, a mouth which doesn't speak, and eyesthat don't see. He has always been patient and s ilent, minding his own life.All of them remain my children in spite of their long absence. Maybe it's fate that sent themaway from us. Our piece of land is s mall, and it is no longer fertile, bleeding year after yearand, like us, getting old and exhausted. Still my husband and I work on t his land. The soil is notdifficult to till when there is a lot of rain, but in a bad year, it's not only the ploughs that breakbut our he arts, too.No, we two haven't changed much, but the village has. In what way? Only ten years ago, youcould barter for things, but now it' s all cash. Years ago, you could ask your neighbors to helpbuild your house, reap the rice or dig a well. Now they'll do it only if y ou have money to paythem. Plastic things replace village crafts. Men used to make things with fine bamboo pieces,but no long er. Plastic bags litter the village. Shops have sprung up, filled with colorful plastic things and goods we have no use for. The youn g go away to towns and cities leaving us oldpeople to work on the land. They think differently, I know, saying that the old are ol d-fashioned. All my life, I have never had to go to a hairdresser, or to paint my lips or nails. These rough fingers and toes are for w orking in the mud of our rice fields, not for looking pretty. Nowyoung girls put on jeans, and look like boys and they think it is fa shionable. Why, they are willing to sell their pig or water buffalo just to be able to buy a pair of jeans. In my day, if Iwere to put on a pair of trousers like they do now, lightning would strike me.I know, times have changed, but certain things should not change. We should offer food tothe monks every day, go to the temp le regularly. Young people tend to leave these things toold people now, and that's a shame.Why, only the other day I heard a boy shout and scream at his mother. If that kind of thinghad happened when I was young, th e whole village would have condemned such an ungratefulson, and his father would surely have given him a good beating.As for me, I wouldn't change, couldn't change even if I wanted to. Am I happy or unhappy This question has never occurred to me. Life simply goes on. Yes, this bag of bones dressed inrags can still plant and reap rice from morning till dusk. Disease, woun ds, hardship and scarcity have always been part of my life. I don't complain.The farmer: My wife is wrong. My eyes do see—they see more than they should. My ears dohear—they hear more than is good for me. I don't talk about what I know because I know toomuch. I know for example, greed, anger, and lust are the root of all evils.I am at peace with the land and the conditions of my life. But I feel a great pity for my wife. Ihave been forcing silence upon her all these years, yet she has not once complained ofanything.I wanted to have a lot of children and grandchildren around me but now cities and foreign landshave attracted my children awa y and it seems that none of them will ever come back to live hereagain. To whom shall I give these rice fields when I die? For hu ndreds of years this strip of landhas belonged to our family. I know every inch of it. My children grew up on it, catching frogsan d mud crabs and gathering flowers. Still the land could not tie them down or call them back.When each of them has a pair of je ans, they are off like birds on the wing.Fortunately, my wife is still with me, and both of us are still strong. Wounds heal over time.Sickness comes and goes, and we ge t back on our feet again. I never want to leave this land.It's nice to feel the wet earth as my fingers dig into the soil, planting rice , to hear my wifesighing,"Old man, if I die first, I shall become a cloud to protect you from the sun." It's goodto smell the scent of ripening rice in Novem ber. The soft cool breeze moves the sheaves, which ripple and shimmer like waves of gold. Yes, I love this land and I hope one of my childrencomes back one day to live, and gives me grandchildren so that I can pass on the land's secretmessages to them. Read the text a second time. Learn the new words and expressions listed below.Glossaryagencyn. 机构；代理处；这里指职业介绍所bamboon. 竹Bangkokn. 曼谷（泰国首都）barterv. to exchange goods for other goods 以货易货breezen. a light gentle windbuffalon. 美洲野牛；water ～ : 水牛bullyv. to threaten to hurt sb. who is smaller or weaker 欺负（弱小）condemnv. to express strong disapproval谴责crabn. 蟹craftn. handmade items 手工艺术（这里指手工产品）duskn. the time before it gets dark 黄昏Esarnn. a village in Thailandeviln. bad or harmful influence or effect 邪恶exhaustedadj. tired outfashionableadj. popular合时尚的；时髦的faten. 命运fertileadj. ～ land is land able to produce good crops 肥沃的；富饶的forefathersn. people (especially men) who were part of your family a long time ago 祖先frogn. 蛙gardenern. a person who takes care of a gardengreedn. a strong desire for more money, power etc. than you need 贪婪hairdressern. a person who cuts and shapes your hair in a particular style 理发师hardshipn. difficult condition of life, such as lack of money to become healthy again, to recover from awound, especially to grow new ski n 愈合infancyn. early childhood; babyhoodinsultv. to say or do sth. that is rude or act offensively to someone 侮辱jeansn. （常用复数）牛仔裤litterv. to leave (plastic bags, bits of waste paper etc.) on the ground in a public place 扔得到处都是lustn. very strong desire for sex, money or power 淫欲；金钱欲；权力欲old-fashionedadj. not fashionable老式的，过时的monkn. 和尚，僧人nailn. 指甲piercev. to make a hole through something; to ～ one's heart: to make one feet very sadreapv. to cut and gather a crop such as rice or wheat收割replacev. to take the place of 替代ripenadj. mature成熟的ripplev. to move in very small waves 在微风中摆动scarcityn. a lack; not having enough, especially foodscentn. a pleasant smellsheavesn. (sheaf 的复数), measure of quantity in farming 捆，束shimmerv. to shine with a soft trembling light 发微光，闪烁sicknessn. illnesssighv. 叹息stripn. a narrow piece of 细长片templen. a place for the worship of a god or gods 寺庙，庙宇tendv. If sth. ～ s to happen, it means that it is likely to happen quite often, especially sth. bad or unpleasanttextilen. any material made by weaving 纺织品ungratefuladj. not showing thankswoundn. injury 伤口；（感情上的）痛苦TEXT BThe Son from America lsaac Bashevis SingerLsaac Bashevis Singer (1904—1991) was born in a Jewish village in Poland. In 1935 heimmigrated to New York.Singer wrote many stories and novels, as well as books for juveniles and four autobiographies(including Lost in America, 1981). In 1978 his work received world attention when he wasawarded the Noble Prize in Literature.The village of Lentshin was tiny. It was surrounded by little huts with thatchad roofs. Betweenthe huts there were fields, where the owners planted vegetables or pastured their goats.In the smallest of these huts lived old Berl, a man in his eighties, and his wife Berlcha. Old Berlwas one of the Jews driven from Russia who had settled in Poland. He was short, broad-shouldered, and had a small white beard, and in summer and winter he wore a sheepskin hat, apadded cotton jacket, and stout boots. He had a half acre of field, a cow, a goat, and chickens.The couple had a son, Samuel, who had gone to America forty years ago. It was said inLentshin that he became a millionaire the re. Every month, the Lentshin letter carrier brought oldBerl a money order and a letter that no one could read because many of the words wereEnglish. How much money Samuel sent his parents remained a secret. They never seemed touse the money. W hat for? The garden, the cow, and the goat provided most of their needs.No one cared to know where Berl kept the money that his son sent him. The hut consisted ofone room, which contained all the ir belongings: the table, the shelf for meat, the shelf for milkfoods, the two beds, and the clay oven. Sometimes the chickens ro osted in the woodshed andsometimes, when it was cold, in a coop near the oven. The goat, too, found shelter insidewhen the weather was bad. The more prosperous villagers had kerosene lamps, but Berl and hiswife did not believe in new gadgets. Only for the Sabbath would Berlcha buy candles at thestore. In summer, the couple got up at sunrise and retired with the chickens. I n the long winterevenings, Berlcha spun flax and Berl sat beside her in the silence of those who enjoy theirrest.Once in a while when Berl came home from the synagogue, he brought news to his wife. InWarsaw there were strikers who de manded that the czar abdicate. Somebody by the name ofDr. Herzl* had come up with the idea that Jews should settle again inPalestine. Berlcha listenedand shook her head. Her face was yellowish and wrinkled like a cabbage leaf. She was half deaf.Berl had to repeat each word he said to her.Here in Lentshin nothing happened except usual events: a cow gave birth to a calf, a youngcouple got married. Actually, Lentshi n had become a village with few young people. The youngmen left for Zakroczym, for Warsaw, and sometimes for the United St ates. Like Samuel, theysent letters and photographs in which the men wore top hats and the women fancy dresses.Berl and Berlcha also received such photographs. But their eyes were failing and neither he norshe had glasses. They could bare ly make out the pictures. Samuel had sons and daughters—and grandchildren. Their names were so strange that Berl and Berlcha could never rememberthem. But what difference do na mes make? America was on the other side of the ocean, at theedge of the world. A talmud* teacher who came to Lentshin had said that Americans walkedwith their heads down and their feet up. Berl and Berlcha could not grasp this. How was itpossible? But since the teacher said so it must be true.One Friday morning, when Berlcha was kneading the dough for the Sabbath loaves, the dooropened and a nobleman entered. He was so tall that he had to bend down to get through thedoor. He was followed by the coachman who carried two leather sui tcases. In astonishment Berlcha raised her eyes.The nobleman looked around and said to the coachman in Yiddish,"Here it is." He took out asilver ruble and paid him. Then he said, "You can go now."When the coachman closed the door, the nobleman said, "Mother, it's me, your son Samuel-Sam."Berlcha heard the words and her legs grew numb. The nobleman hugged her, kissed herforehead, both her cheeks, and Berlcha began to cackle like a hen,"My son!" At that momentBerl came in from the woodshed, his arms piled with logs. The goat followed him. When he sawa no bleman kissing his wife, Berl dropped the wood and exclaimed, "What is this"The nobleman let go of Berlcha and embraced Berl. "Father! "For a long time Berl was unable to utter a sound. Then he asked, "Are you Samuel""Yes, Father, I am Samuel. ""Well, peace be with you." Berl grasped his son's hand. He was still not sure that he was notbeing fooled. Samuel wasn't as tall and heavy as this man, bu t then Berl reminded himself thatSamuel was only fifteen years old when he had left home. Berl asked,"Why didn't you let usknow that you were coming""Didn't you receive my cable"Samuel asked.Berl did not know what a cable was.Berlcha had scraped the dough from her hands and enfolded her son."I never thought I could live to see this. Now, I am happy to die," Berlcha said. Berl wasamazed. These were just the words he c ould have said earlier. After a while Berl came to himselfand said,"Pescha, you will have to make a double Sabbath pudding in addition to the stew."It was years since Berl had called Berlcha by her given name. Only now did Berlcha begin to cry.Yellow tears ran from her eyes, and everything became dim. Then she called out, "It's Friday—Ihave to prepare for the Sabbath." Yes, she had to knead the dough for the loaves. With such aguest, she had to make a larger S abbath stew. The winter day is short and she must hurry.Her son understood what was worrying her, because he said, "Mother, I will help you."The nobleman took off his jacket and remained in his vest, on which hung a solidgold-watchchain. H rolled up his sleeves. "Mother, I was a baker for many years in New York," he said, andhe began to knead the dough.Berlcha wept for joy. Her strength left her, and she slumped onto the bed.Berl said,"Women will always be women." And he went to the shed to get more wood. Thegoat sat down near the oven; she gazed with surprise at this strange man.The neighbors had heard the good news that Berl's son had arrived from America and theycame to greet him. The women bega n to help Berlcha prepare for the Sabbath. Some laughed,some cried. The room was full of people, as at a wedding. After Berlch a lit the candles, fatherand son went to the little synagogue across the street. A new snow had fallen. The son tooklarge steps, but Berl warned him, "Slow down."In the synagogue the Jews sang their prayers. All the time, the snow outside kept falling. WhenBerl and Samuel left the Holy Pla ce, the village was unrecognizable. Everything was covered insnow. One could see only the contours of the roofs and the candle s in the windows. Samuelsaid, "Nothing has changed here."Berlcha had prepared fish, chicken soup with rice, meat, carrot stew. The family ate and drank,and when it grew quiet for a whi le one could hear the chirping of the house cricket.After the final prayer Samuel asked, "Father, what did you do with all the money I sent you"Berl raised his white brows. "It's here.""Didn't you put it in a bank""There is no bank in Lentshin.""Where do you keep it"Berl hesitated. "One is not allowed to touch money on the Sabbath, but I will show you."Hecrouched beside the bed and began to shove something heavy. A boot appeared. Its top wasstuffed with straw. Berl remov ed the straw and the son saw that the boot was full of goldcoins. He lifted it."Father, this is a treasure!" he called out."Well.""Why didn't you spend it""On what? Thank God, we have everything.""Why didn't you travel somewhere""Where to? This is our home."The son asked one question after the other, but Berl's answer was always the same: They hadeverything. The garden, the cow, the goat, the chickens provided them with all they needed.The son said,"If thieves knew about this, your lives wouldn't be safe.""There are no thieves here.""What will happen to the money""You take it."Slowly, Berl and Berlcha grew accustomed to their son and his American Yiddish. Berlcha couldhear him better now. She even r ecognized his voice. He was saying, "Perhaps we should build alarger synagogue.""The synagogue is big enough," Berl replied."Perhaps a home for old people.""No one sleeps in the street."The next day after the Sabbath meal was eaten, Berl and Berlcha lay down for a nap. They soonbegan to snore. The goat, too, d ozed off. The son put on his cloak and his hat and went for awalk. He strode with his long legs across the marketplace. He stretc hed out a hand and touched a roof. He had a desire to talk to someone, but it seemed that the whole of Lentshinwas asleep. Samuel returned home. Dusk had fallen. Berl went to the synagogue for the evening prayersand the son remained with his mot her.In the twilight Samuel put his hand into his jacket pocket and touched his checkbook, hisletters of credit. He had come here wit h big plans. He had a suitcase filled with presents for hisparents. He wanted to help the village. He brought not only his own mo ney but funds from theLentshin Society in New York. But this village needed nothing. From the synagogue one couldhear peopl e chanting. The cricket, silent all day, started again its chirping. Berlcha began to sway and utter holy rhymes inherited from mo thers and grandmothers.Notes:Dr. Herzl: Theordore Herzl (1860—1904), the founder of ZionismTalmud: the collection of rabbinic writings that constitute the basis of traditional Judaism。
外研社现代大学英语(第三版)精读3B3U1
外研社现代大学英语（第三版）精读3B3U1引言《外研社现代大学英语（第三版）精读3B3U1》是外研社出版的一本英语教材，适用于大学英语精读课程的教学。
本文档将介绍该教材的第三单元第一课的内容和教学目标。
教学目标本课的教学目标主要包括：1.学习如何描述人物的外貌和性格特点；2.掌握用英语询问和回答关于外貌和性格的问题；3.锻炼学生的听、说、读、写的综合能力；4.培养学生的团队合作和自主学习能力。
课程设计1. 课前准备在上课前，学生需要预习课本第三单元的课文，并熟悉生词和语法点。
教师可以提前准备好课件和教学素材，并检查学生是否按时完成了课前作业。
2. 导入新课教师可以通过呈现一张著名人物的照片，向学生展示人物的外貌特征，并引发学生对外貌和性格的讨论。
通过与学生的互动，激发学生的兴趣，引入新课。
3. 听力理解首先，教师播放课文的录音，并要求学生仔细听，并回答一些问题。
通过听力训练，学生可以更好地理解课文的内容和语言表达方式。
4. 阅读与理解学生在听力理解之后，阅读课文，并回答相关的问题。
同时，教师可以教授一些阅读技巧，帮助学生提高阅读理解的能力。
5. 语法讲解教师可以通过课文中的例句，讲解一些有关外貌和性格描述的语法知识。
例如，形容词的比较级和最高级的用法，特殊疑问句的构造等等。
6. 口语练习在口语练习环节，教师可以设计一些角色扮演活动，让学生练习用英语询问和回答关于外貌和性格的问题。
学生可以分成小组，互相面试，加强口语表达和听力理解的能力。
7. 作文训练最后，教师可以布置一篇关于自己或他人外貌和性格特点的作文。
学生可以在课后完成，并通过互相交流和修改，提高写作能力。
总结通过对《外研社现代大学英语（第三版）精读3B3U1》教材的介绍，我们可以看到该教材设计合理，既注重学生的兴趣和实际运用能力，又培养了学生的综合能力。
教师在教学过程中，应根据学生的实际情况，灵活运用各种教学方法和资源，帮助学生有效地学习和掌握英语精读的技巧和知识。
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If younger Americans move around so freely, does that mean their parents often relocate to remain near them? No.
In spite of their _p_o_t_e6n_t_i_a_l_ mobility, most retired parents
independent. Ol_d_e_r__p_e_o_p_l_e__a_ls_o__v_a_l_u_e__th__e_f_r_i_e_n_d_s_h_i_p_s_ __t_h_e_y__h_a_v_e__e_s_t_a_b_l_is_h_e_d__t_h_r_o_u7_g_h__th__e_ir__j_o_b_s_a__n_d__w_i_t_h_ _____________t_h_e_i_r_h_o__m_e_t_o_w__n__n_e_i_g_h_b_o__r_s_. ________ .In
2. What is the prime source of instability?
3. Why are the elderly people reluctant to move
with their children?
4. What do they do instead?
5. What do you think of the viewpoint presented in
One prime source of instability is that people can move as often as they wish without getting __p_e_rm_3i_ss_i_o_n_ from anyone. All they need is enough money first to make the move and then to rent or buy an _a_p_a_r_tm4_e_n_t_ or house in the new location. Companies make full use of this freedom, transferring valued employees from one coast to the other, or to anywhere in between.
other cases, home ownership and
the stress of selling a home and becoming established in a strange place may explain why older people don't follow their children. One thing is clear: _m__o_s_t__w_o_u_l_d__r_a_th8e_r__v_i_s_it__th__e_ir__c_h_il_d_r_e_n_, _e_v_e_n__se_v_e_r_a_l_t_im__e_s_a__y_e_a_r_, _t_h_a_n_d__w_e_ll__p_e_r_m_a_n_e_n_t_l_y _w_i_t_h_t_h_e_m__. __________________________________.
Some Americans may attach greater importance to success in their careers than the Chinese do, and as a result may be more willing to sacrifice emotional and family ties for economic or _p_r_o_f５ess_io_n_a_l__ advancement. As China has opened to the outside world, we note that many Chinese have begun to show a similar willingness to subordinate family and friendships to career.
Unit 3 பைடு நூலகம்he Present
Before Reading
Listening Comprehension
Old folks in America
1. What is the major difference between elderly
people in China and America?
will not move just to be close to their children. The majority of older people in the United States, in fact, prefer not to live with their children — they like to be
this article?
script
■
Our students often point out differences between elderly people in China and America. In China, for example, it is common for three or four g_e_n_e_r1a_t_io_n__s to be living under one roof, whereas in the United States this arrangement is quite rare. The family as a voluntary association of __i_n_d_iv2i_d_u_a_l_s_ who stay together and care for one other is being eroded by many factors in American culture.