21世纪大学英语第三册教案
21世纪大学实用英语综合教程第二版第3册教学设计
21世纪大学实用英语综合教程第二版第3册教学设计一、教学目标本教学活动的主要目标是提高学生在口语、听力、阅读和写作等方面的英语综合能力。
通过本次教学，学生将学会：•学习并运用一些高级的英语词汇、语言表达及语法知识，以突破日常英语交流的限制；•发展英语口语会话技能，提高口语交际能力和听力理解力；•提高英语阅读理解和写作水平，通过对文章中的主要内容和思想的深入掌握，帮助学生进一步提升自己的语言特长；•增强自我学习和团队合作能力，感受共同合作和交流的乐趣。
二、教学内容教学内容主要包括以下部分：1.单元学习–单课文学习–语言点学习2.口语会话练习–组织课堂对话活动–组织角色扮演活动3.阅读理解和语言表达练习–完成阅读理解题目–组织小组讨论活动4.写作练习–组织英文写作训练–个人写作作业三、教学方法本次教学中将主要采用以下教学方法：1.任务型教学–课堂上进行个人或小组任务训练，提高学生的参与性和话语能力；–鼓励学生积极提出问题和进行自主思考，在众人中提升自己的表达实力。
2.合作学习法–小组合作学习能够让每个学生充分参与到课堂活动中，促进彼此间的沟通和交流，提高团队成员间的相互协作效率；–让学生在这个过程中体验到学习的乐趣，从而激发他们的学习兴趣和热情。
3.交互式教学法–课堂上教师可以通过语音演讲、互动问答等方式与学生进行交流互动，在一定程度上可以增强师生之间的互动沟通；–学生可以在课堂上积极发言和问问题，从而进一步增强自己的英语表达能力和口语交际技巧。
四、教学评价本次教学将采用以下方式进行教学评价：1.教师评价–通过对学生的课堂表现、书面作业完成情况等进行评估，及时反馈学生的学习状态，制定适当的教学计划；–及时发现学生的学习和表达问题，引导学生思考和分析，并提供适当的帮助。
2.学生评价–在教学完成后，通过针对学生的问卷调查和教学反馈，了解并收集学生对本次教学收获和反馈；–分析学生意见和反馈，及时调整和改进教学方法，提高教学效果。
21世纪大学英语三册教案 Unit1
4）The reason the waiters followed Jerry was because of his attitude.
这些服务员之所以跟随杰里是因为他的心态好。
本句中“ the waiters followed Jerry”是定语从句，修饰“The reason”,定语从句和被修饰语“reason”之间省略了连接词“why”。
7）Seeing this style really made me curious.
看到他这种风格确实令我感到好奇。
“Seeing this style”是动名词短语，作主语用。英语中用动名词或动名词短语作主语是比较常见的
Seeing is believing.
It is great fun ailing a boat.
2) Play a PPT to illustrate how important one’s attitude is.
2 Listening Practice
Step 2 Text A
1.Starter
Everyone had times of darkness and unhappiness. When you find yourself faced with difficulty or troubled by something, what do you usually do? Talk to your classmates and exchange your solutions to such problems. You may first write down your own solutions in the spaces provided below.
21世纪大学英语第三册教案第三单元n3-unit3
Unit 3 T ext A The Sense of WonderI. T eaching Objectives1.To understand the writer’s purpose to write the text and appreciate the senses that we usually take forgranted.2.To grasp the key words and phrases.3.To master the skills of writing and reading in this unit.1) To persuade someone that it’s easier than they think to do something worthwhile.2) To understand idiomatic expressions in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4. Language Points( key words, phrases and difficult sentences)5. Grammar Focus ( The “if…then…” structure)6. Guided Practice (exercises, oral practice and group work)III. Teaching Process1.Warm-up Questions1)If you had to lose one of your senses, which one would you choose to give up? And having lost it, what do you think you’d miss the most?2) It’s common to speak of “ the five senses”---but are there only five? Some researchers say that we all have and use other senses as well. What others can you think of ?2.Text OrganizationPart I (Para 1) Fact: Children lose their sense of wonder before they reach adulthood.Part II (Paras.2-5) How to preserve or keep alive the sense of wonder?(Questions) 1) Who can be of help? 2) How can parents be of help?Part III (Paras6-9) What is the value of preserving or strengthening the sense of wonder?(It is more than just a pleasant way of passing the golden hours or children.)3. Skill Learning in Writing and Reading1)To persuade someone that it’s easier than they think to do something worthwhile by placing most of the possible objections in “ even if” and “wherever” clauses and arguing against them or responding directly and immediately.e.g (Para 4) Even if you have little knowledge of nature at your disposal, there is still much youcan do for your child. Wherever you are and whatever your resources, you can still look up at the sky….Y ou can still feel…2)To understand idiomatic expressions with the help of the context cl ues― examples, explanations, contrasts or parallel phrases. (Note: In the case of idiomatic expressions, word formation clues can be1misleading.)4. Language points1) wonder --- n. a feeling of great surprise and admiration caused by seeing or experiencing something that is strange and new (the title)Examples:The sight of the Great Wall stretching out under their feet filled them with wonder.The children watched the magician in silent wonder.2) If I had influence with the angels who are supposed to pr eside over all children, …. (para.1) influence with sb. -- ability to obtain favorable treatment from sb., usu. by means of acquaintance, status, wealth, etc.Examples:She has great influence with the manager.My influence with her is not very strong.preside over --- be head or director of; control or be responsible forExamples:The city council is presided over by the mayor.The government has presided over some of the most significant changes in education in the last decade. 3) Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of a child and on the other with a world of complex physical nature. (para.2)confront --- vt. stand or meet face to face; bring face to faceIf a problem, task, or difficulty confronts you, or if you are confronted with it, it is something that you cannot avoid and must deal with; if you confront a difficult situation, you accept the fact that it exists and try to deal with it.Examples:We soon have to confront a fundamental question.Can you think of some typical problems that confront Chinese learning English?physical --- a. having material existence; of or relating to material thingsExamples:All physical objects occupy space.the physical world4) in a mood of self-defeat---feeling helpless. (para.2)5) it is not half so important to know as it is to feel (para.3)Paraphrase --- to feel is certainly more important than to know.Not half is used in informal English to emphasize an opinion or the truth of a statement. Examples:It isn't half cold here in winter.Films these days aren’t half as good as they used to be.to feel---to have the feeling or emotion; to have the sense of wonder.to know ---to have the knowledge; to know the facts.6) It is more important to pave the way for chi ldren’s desire to know … (para.3)pave the way (for )---create a situation in which something specified is possible and can happen.] Examples:Data from the probe will pave the way for a more detailed study of Mars.His work paved the way for the new theory.7) have little knowledge of nature at your disposal (para.4)at sb.'s disposal -- available for sb. to use as he wishesExamples:If you want some help preparing for the party I can be at your disposal all day2I would take you if I could, but I don’t h ave a car at my disposal this week.8) the mysteries of natural selection embodied in the perfume and flavor of fruit. (para.4)Natural selection---The theory of natural selection is based on the idea that living things are in constant competition for limited but essential resources in their environment -- such as food, places to hide, and opportunities to breed. Accordingly, natural selection favors any trait that helps an organism or its offspring survive. For example, the daring shown by birds in the face of a predator near the nest involves the risk of death. Nonetheless, natural selection compensates the risk by increasing the offspring's chances of survival.embody -- vt. contain and express as an important featureExamples:His principles were embodied in her behavior.The latest computer model embodies many new features.8) a matter of being open to what lies all around you (para.5)be open to (an idea, etc.) -- be ready and willing to accept and to try and understand or consider (an idea, etc.)Examples:We haven't decided on a price, but we're open to offers.We are open to suggestions.9)their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living (para.7) Paraphrase --- they manage to think of ways to achieve mental satisfaction and rediscover happiness in lifeInner is used to describe feelings or emotions which people have but which they do not express or show to other people.Examples:His inner feelings of failure came over him.She longed for inner clam.10) contemplate the beauty of the earth -- observe the beauty of the earth thoughtfully (para.7) Contemplate stresses the focusing of one's thoughts on something, often in a deep, quiet and serious way and for a long time.Examples:He contemplated the problem before he announced his decision.She stood there contemplating the painting.11) There is something infinitely healing in the repeated refrains of nature…(para.7)Paraphrase ---There is something that has the immense power of making things normal again in the cycle of nature.heal monly suggests a restoring to soundness of an affected part after a wound or sore. Examples:His wounds were slow to heal.The plaster cast will help to heal the broken bone.12) What will sustain me in my last moments is an infinite curiosity as to what is to follow. (para.9) Paraphrase --- What will keep me alive in my last moments is a great curiosity about what will happen next.sustain---vt. keep alive or in existence.Examples:Only the hope that rescuers were getting nearer sustained the trapped miners.There must be enough oxygen to sustain life.3as to --- with regard to; aboutExamples:There are no special rules as to what clothes you should wearHe has been given no directions as to what to write.5. Grammar Focusif….then…The if clause implies an assumption the speaker is making which is not widely held, while the then clause lays out the consequences of that line of reasoning. Then used in the structure often means “in that case”, “therefore”, or “as a result”. The structure is mainly used in written English.Examples:If any questions do occur to you, then don’t hesitate to write to us.If I haven’t heard from you by Friday, then I’ll assume you’re not coming.6. Guided Practice1)Discuss questions with group members using imagination: Page 77a)If you could spend a month completely alone in a beautiful natural setting, how would theexperience benefit you?b)If you were a sound, what sound would you be? Why?c)What if you were a taste of a smell?2) Ask several students to retell the text by using their own words.7. After-class Assignments1) Review Text A2) Do exercises:Structure (Ex. IX. pp.80)Cloze (Ex. X. pp. 81)Translation (Ex. XI., pp.82)3) Structured Writing (p. 85)Self-study1. The title of the text, which is at the same time the key phrase of the passage, refers to a feeling children are gifted with, that of great excitement and admiration aroused by the atrange and new. This concept runs through the whole text, yet the phrase itself is not often repeated. Instead, other variants are use that point to the same idea.Please list some such expressions (at least 6) occuring in the text and write them down in your notebook..It is common in English writing to use different phrases to refer to the same idea or concept, or even objects, sometimes with a little variation. A wareness of this will certainly facilitate your reading.2. Finish T ext Comprehension on page 64. (10 questions)3. For the paragraph on page 69 Ex. XI, first translate it into Chinese and then learn it by heart. Y ou will be checked after we finish the discussion of the text.Text B The Innocent EyeLanguage Points1.When we were very young we were all artists.--- When we were children, we all had a sense of the4beautiful things in life.An artist, a person who practices any of the fine arts., is generally believed to have a keen sense of what is beautiful in life.2.We all came to this world with the doors of perception wide open.--- When we were born, wewere all ready to receive any information through our senses of sight, hearing, smell, touch and taste.3.T ouch by touch we built up our store of tactile impressions, keenly sensed in minute detail.---Slowly we began to remember a lot about how various thins felt, even with a keen sense of their precise details.touch by touch---with every experience of touchingbuild up---acquire or increase gradually.tactile impressions---memories gained by touching.minute---a. very small in size or amount; very accurate or precise.4.through the s ense of vision we were able to “feel” things beyond the grasp of our hands.---bylooking at them we were able to know about things which we couldn’t reach and touch with our hands.5.this kind of seeing was not the rapid sophisticated eye-sweep of the efficient fact-findingadult.---This way we, as children, learned about things through the sense of vision was different from the quick, experienced way efficient adults discover the truth about things.eye-sweep---n. a look around6.your eye would move no faster than your finger---you could not just flick your eyes back and forth;your eyes would have to follow your moving fingers.7.do all our living at the speed our machines have imposed upon us---do everything in life at thequick speed required by the machines.8.We are hungry for we don’t know what.---We miss something, but we do not knowhungry---desirous9.the interaction between positive and negative space---the mutual influence between space taken upby something and blank space.10.Once more we feel in touch with our world; our aesthetic sense is being fed and we arecomforted.---Once we are learning about the world through our senses; we begin to appreciate life’s beauties and we are happy again.11.When no preconceived ideas keep us from looking and we take all the time we need to really feelwhat we see…the universe opens up and we catch our breath in awe at the incredible complexity of design in the humblest things.---When we stop looking at things by identifying and labeling and have sufficient time for feel-seeing…we begin to appreciate things we have not appreciated previously and we feel amazed to find the incredible beauty in the details of the simplest things.catch one’s breath---take a sudden deep breath, often when one sees something extremely beautiful, exciting, or shocking.5。
21世纪大学英语读写教育教案第三册TextA原文
第一单元TextAA common misconception among youngsters attending school is that their teachers were child prodigies. Who else but a bookworm, with none of the normal kid's tendency to play rather than study, would grow up to be a teacher anyway? I've tried desperately to explain to my students that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus. On the contrary, I hated compulsory education with a passion. I could never quite accept the notion of having to go to school while the fish were biting. But in my sophomore year, something beautiful and exciting happened. Cupid aimed his arrow and struck me right in the heart. All at once, I enjoyed going to school, if only to gaze at the lovely face in English II.My princess sat near the pencil sharpener, and that year I ground up enough pencils to fuel a campfire. Alas, Debbie was far beyond my wildest dreams. We were separated not only by five rows of desks, but by about 50 I.Q. points. She was the top student in English II, the apple of Mrs. Larrivee's eye.Occasionally, Debbie would catch me staring at her, and she would flash a smile that radiated intelligence and quickened my heartbeat. It was a smile that signaled hope and made me temporarily forget the intellectual gulf that separated us.I schemed desperately to bridge that gulf. And one day, as I was passing the supermarket, an idea came to me. A sign in the window announced that the store was offering the first volume of a set of encyclopedias at the special price of 29 cents. The remaining volumes would cost $2.49 each.I purchased Volume I —Aardvark to Asteroid —and began my venture into the world of knowledge. I would henceforth become a seeker of facts. I would become Chief Brain in English II and sweep my princess off her feet with a surge of erudition.I had it all planned.My first opportunity came one day in the cafeteria line. I looked behind me and there she was."Hi," she said.After a pause, I wet my lips and said, "Know where anchovies come from?"She seemed surprised. "No, I don't."I breathed a sigh of relief. "The anchovy lives in salt water and is rarely found in fresh water." I had to talk fast, so that I could get all the facts in before we reached the cash register. "Fishermen catch anchovies in the Mediterranean Sea and along the Atlantic coast near Spain and Portugal.""How fascinating," said Debbie, shaking her head in disbelief. It was obvious that I had made quite an impression.A few days later, during a fire drill, I casually went up to her and asked, "Ever been to the Aleutian Islands?""Never have," she replied."Might be a nice place to visit, but I certainly wouldn't want to live there," I said. "Why not?" said Debbie, playing right into my hands."Well, the climate is forbidding. There are no trees on any of the 100 or more islands in the group. The ground is rocky and very little plant life can grow on it.""I don't think I'd even care to visit," she said.The fire drill was over and we began to file into the building, so I had to step it up to get the natives in. "The Aleuts are short and sturdy and have dark skin and black hair. They live on fish, and they trap blue foxes and seals for their valuable fur." Debbie's eyes widened in amazement.One day I was browsing through the library. I spotted Debbie sitting at a table, absorbed in a crossword puzzle. She was frowning, apparently stumped on a word.I leaned over and asked if I could help."Four-letter word for Oriental female servant," Debbie said."Try amah," I said, quick as a flash.Debbie filled in the blanks, then turned to stare at me in amazement. "I don't believe it," she said. "I just don't believe it."And so it went, that glorious, joyous, romantic sophomore year. Debbie seemed to relish our little conversations and hung on my every word. Naturally, the more I read, the more my confidence grew.In the classroom, too, I was gradually making my presence felt. One day, during a discussion of Coleridge's "The Ancient Mariner", we came across the word albatross."Can anyone tell us what an albatross is?" asked Mrs. Larrivee.My hand shot up. "The albatross is a large bird that lives mostly in the ocean regions below the equator, but may be found in the north Pacific as well. The albatross measures as long as four feet and has the greatest wingspread of any bird.It feeds on fish and shellfish. The albatross has an enormous appetite, and when it's full it has trouble getting into the air again."There was a long silence in the room. Mrs. Larrivee couldn't quite believe what she had just heard. I sneaked a look at Debbie and gave her a big wink. She beamed proudly and winked back.What I failed to perceive was that Debbie all this while was going steady with a junior from a neighboring school —a basketball player with a C+ average. The revelation hit me hard, and for a while I felt like forgetting everything I had learned.I had saved enough money to buy Volume II —Asthma to Bullfinch —but was strongly tempted to invest in a basketball instead.I felt not only hurt, but betrayed. Like Agamemnon, but with less drastic consequences, thank God.In time I recovered from my wounds. The next year Debbie moved from the neighborhood and transferred to another school. Soon she became no more than a memory.Although the original incentive was gone, I continued poring over the encyclopedias, as well as an increasing number of other books. Having tasted of the wine of knowledge, I could not now alter my course. For:"A little knowledge is a dangerous thing:Drink deep, or taste not the Pierian spring."So wrote Alexander Pope, Volume XIV —Paprika to Pterodactyl.(1,034 words)第二单元TextAYou're on the Titanic II. It has just hit an iceberg and is sinking. And, as last time, there are not enough lifeboats. The captain shouts, "Women and children first!" But this time, another voice is heard: "Why women?"Why, indeed? Part of the charm of the successful movie Titanic are the period costumes, the period extravagance, and the period prejudices. An audience can enjoy these at a distance. Oddly, however, of all the period attitudes in the film, the old maritime tradition of "women and children first" enjoys total acceptance by modern audiences. Listen to the audience boo at the bad guys who try to sneak on the lifeboats with —or ahead of —the ladies.But is not grouping women with children a raging anachronism? Should not any self-respecting modern person, let alone feminist, object to it as insulting to women?Yet its usage is as common today as it was in 1912. Consider these examples taken almost at random from recent newspapers:"The invaders gunned down the Indians, most of them women and children..." "As many as 200 civilians, most of them women and children, were killed...""At the massacre in Ahmici 103 Muslims, including 33 women and children, were killed..."At a time when women fly combat aircraft and run multi-national corporations,how can one not wince when adult women are routinely classed with children? In Ahmici, it seems, 70 adult men were killed. And how many adult women? Not clear. When things get serious, when blood starts to flow or ships start to sink, you'll find them with the children.Children are entitled to special consideration for two reasons: helplessness and innocence. They have not yet acquired either the faculty of reason or the wisdom of experience. Consequently, they are defenseless (incapable of fending for themselves) and blameless (incapable of real sin). That's why we grant them special protection. In an emergency, it is our duty to save them first because they, helpless, have put their lives in our hands. And in wartime, they are supposed to be protected by special immunity because they can have threatened or offended no one.The phrase "women and children" attributes to women the same dependence and moral simplicity we find in five-year-olds. Such an attitude perhaps made sense in an era dominated by male privilege. Given the disabilities attached to womanhood in 1912, it was only fair that a new standard of gender equality not suddenly be proclaimed just as lifeboat seats were being handed out. That deference —a somewhat more urgent variation on giving up your seat on the bus to a woman —complemented and perhaps to some extent compensated for the legal and social constraints placed on women at the time.But in our era of extensive social restructuring to grant women equality in education, in employment, in government, in athletics, what entitles women to theprivileges —and reduces them to the status —of children?Evolutionary psychologists might say that ladies-to-the-lifeboats is an instinct that developed to perpetuate the species: Women are indispensable child-bearers. You can repopulate a village if the women survive and only a few of the men, but not if the men survive and only a few of the women. Women being more precious, biologically speaking, than men, evolution has conditioned us to give them the kind of life-protecting deference we give to that other seed of the future: kids. The problem with this kind of logic, however, is its depressing reductionism. It's like a serious version of the geneticist's old joke that a chicken is just an egg's way of making another egg. But humans are more than just egg-layers. And traditional courtesies are more than just disguised survival strategies. So why do we say "women and children"?Perhaps it's really "women for children." The most basic parental bond is maternal. Equal parenting is great, but women, from breast to cradle to reassuring hug, can nurture in ways that men cannot. And thus, because we value children, women should go second. The children need them.But kiddie-centrism gets you only so far. What if there are no children on board? You are on the Titanic III, and this time it's a singles cruise. No kids, no parents. Now: Iceberg! Lifeboats! Action!Here's my scenario. The men, out of sheer irrational heroism, should let the women go first. And the women, out of sheer feminist self-respect, should refuse. Result? Stalemate. How does this movie end? How should it end? Hurry, the ship'sgoing down.(759 words)第三单元TextAA child's world is fresh and new and beautiful, full of wonder and excitement. It is our misfortune that, for most of us, that clear-eyed vision —that true instinct for what is beautiful and awe-inspiring —is dimmed and even lost before we reach adulthood. If I had influence with the angels who are supposed to preside over all children, I would ask that their gift to each child in the world be a sense of wonder so indestructible that it would last throughout life.If children are to keep alive their natural sense of wonder without any such gift from the angels, they need the companionship of at least one adult who can share it, rediscovering with the child the joy, excitement and mystery of the world we live in. Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of a child and on the other with a world of complex physical nature. In a mood of self-defeat, they exclaim, "How can I possibly teach my child about nature —why, I don't even know one bird from another!"I sincerely believe that for children, and for parents seeking to guide them, it is not half so important to know as it is to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. The years of early childhood are the time to prepare the soil. Once the emotions have been aroused —a sense of the beautiful, the excitement of the new and the unknown, a feeling of sympathy, pity,admiration or love —then we wish for knowledge about the object of our emotional response. Once found, such knowledge has far more lasting meaning than mere information. It is more important to pave the way for children's desire to know than to put them on a diet of facts they are not ready to assimilate.Even if you feel you have little knowledge of nature at your disposal, there is still much you can do for your child. Wherever you are and whatever your resources, you can still look up at the sky —its dawn and evening beauties, its moving clouds, its stars by night. You can listen to the wind, whether it blows with majestic voice through a forest or sings a many-voiced chorus around the corners of your apartment building, and in the listening, you can gain magical release for your thoughts. You can still feel the rain on your face and think of its long journey from sea to air to earth, and wonder at the mysteries of natural selection embodied in the perfume and flavour of a fruit. Even if you are a city dweller, you can find some place, perhaps a park or a golf course, where you can observe the mysterious migrations of the birds and the changing seasons. And with your child you can ponder the mystery of a growing seed, even if it's just one planted in a pot of earth in the kitchen window.Exploring nature with your child is largely a matter of being open to what lies all around you. It is learning again to use your eyes, ears, nose and fingertips, opening up the disused channels of your senses. For most of us, knowledge of our world comes largely through sight, yet we look about with such unseeing eyes that we are partially blind. One way to open your eyes to unnoticed beauty is to ask yourself,"What if I had never seen this before? What if I knew I would never see it again?" What is the value of preserving and strengthening this sense of awe and wonder, this recognition of something beyond the boundaries of human existence? Is the exploration of the natural world just a pleasant way to pass the golden hours of childhood or is there something deeper?I am sure there is something much deeper, something lasting and significant. Those who dwell, as scientists or laypeople, among the beauties and mysteries of the earth are never alone or weary of life. Whatever the problems or concerns of their personal lives, their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. There is symbolic as well as actual beauty in the migration of the birds, the ebb and flow of the tides, the folded bud ready for the spring. There is something infinitely healing in the repeated refrains of nature —the assurance that dawn comes after night, and spring after the winter.I like to remember the distinguished Swedish oceanographer, Otto Pettersson, who died a few years ago at the age of ninety-three, in full possession of his keen mental powers. His son has related in a recent book how intensely his father enjoyed every new experience, every new discovery concerning the world about him."He was an incurable romantic," the son wrote, "intensely in love with life and with the mysteries of the universe." When he realized he had not much longer to enjoy the earthly scene, Otto Pettersson said to his son: "What will sustain me in my lastmoments is an infinite curiosity as to what is to follow."第四单元TextAI am master of Branford College at Yale. I live on the campus and know the students well. (We have 485 of them.) I listen to their hopes and fears —and also to their stereo music and their piercing cries in the dead of night ("Does anybody care?"). They come to me to ask how to get through the rest of their lives.Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don't want to hear such news. They want a map —right now —that they can follow directly to career security, financial security, social security and, presumably, a prepaid grave. What I wish for all students is some release from the grim grip of the future. I wish them a chance to enjoy each segment of their education as an experience in itself and not as a tiresome requirement in preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as educational as victory and is not the end of the world.My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, worshipped in our media —the million-dollar athlete, the wealthy executive —and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.I see four kinds of pressure working on college students today: economic pressure,parental pressure, peer pressure, and self-induced pressure. It's easy to look around for bad guys —to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the students for driving themselves too hard. But there are no bad guys, only victims.Today it is not unusual for a student, even one who works part time at college and full time during the summer, to have accumulated $5,000 in loans after four years —loans that the student must start to repay within one year after graduation (and incidentally, not all these loans are low-interest, as many non-students believe). Encouraged at the commencement ceremony to go forth into the world, students are already behind as they go forth. How can they not feel under pressure throughout college to prepare for this day of reckoning? Women at Yale are under even more pressure than men to justify their expensive education to themselves, their parents, and society. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society hasn't yet caught up with this fact.Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined. I see students taking premedical courses with joyless determination. They go off to their labs as if they were going to the dentist. It saddens me because I know them in other corners of their life as cheerful people. "Do you want to go to medical school?" I ask them."I guess so," they say, without conviction, or, "Not really.""Then why are you going?""My parents want me to be a doctor. They're paying all this money and..."Peer pressure and self-induced pressure are also intertwined, and they begin from the very start of freshman year. "I had a freshman student I'll call Linda," one instructor told me, "who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I couldn't tell her that Barbara had come in two hours earlier to say the same thing about Linda." The story is almost funny —except that it's not. It's a symptom of all the pressures put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they could sometimes forget about their peers and go to a movie. I hear the rattling of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: "Will I get everything done?"Probably they won't. They will get sick. They will sleep. They will oversleep. They will bug out.I've painted too grim a portrait of today's students, making them seem too solemn. That's only half of their story; the other half is that these students are nice people, and easy to like. They're quick to laugh and to offer friendship. They're more considerate of one another than any student generation I've ever known. If I've described them primarily as driven creatures who largely ignore the joyful side of life, it's because that's where the problem is —not only at Yale but throughoutAmerican education. It's why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.I tell students that there is no one "right" way to get ahead —that each of them isa different person, starting from a different point and bound for a different destination. I tell them that change is healthy and that people don't have to fit into pre-arranged slots. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. I invite heads of companies, editors of magazines, politicians, Broadway producers, artists, writers, economists, photographers, scientists, historians —a mixed bag of achievers.I ask them to say a few words about how they got started. The students always assume that they started in their present profession and knew all along that it was what they wanted to do. But in fact, most of them got where they are by a circuitous route, after many side trips. The students are startled. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to lead them down some unforeseen trail.(1069 words)第五单元TextAAmerica can be a strange experience for a foreigner. My wife and I arrived in the United States in January after seven years overseas —four in France, three in Poland. From the jumble of first impressions, we compiled an A-to-Z explanation ofwhy America can be such a foreign country to those who arrive here from Europe.I should explain at the outset that I am from Britain, but my Florida-born wife Lisa is as American as apple pie. In our list, however, A doesn't stand for apple pie. It stands for:Ambition. In the Old World, people are taught to hide it. Here it's quite proper to announce that you're after the boss's job or want to make a million dollars by the age of 30.Breakfast. The American habit of conducting business at breakfast has reached Europe, but I doubt it will ever really catch on. In France and Britain, breakfast is a family affair. Here, it's become part of the power game.Credit Cards. You really can't leave home without them. It's interesting, and somewhat frustrating, to discover that bad credit is better than no credit at all: I was refused a VISA card on the grounds that I didn't have a credit profile.Dreams. The American Dream is still very much alive. Dreaming great dreams is what keeps American society going —from the waitress who wants to become a car dealer to the street kid who wants to become a basketball star. Europeans dream dreams too, but don't seem to believe in them so much.Exercise. A couple of years ago I came to Washington with some French journalists. As our bus passed a health club on the way to the hotel, the French visitors cheered at the sight of body-conscious Americans bending, stretching and leaping around. America's obsession with physical fitness really amuses —and puzzles —Europeans.First names. In Europe, people progress in a natural and orderly way from the use of last names to the use of first names. Here, it's first names at first sight. This can cause confusion for Europeans. With everyone on a first-name basis, how can you tell your acquaintances from your friends?Gadgets. These can be addictive. It's difficult to imagine now how we survived for so long without automatic ice machines and microwave ovens.Hardware Stores. If I were in charge of arranging the programs of visiting delegations from lessdeveloped countries, I'd include a compulsory visit to a hardware store. These temples of American capitalism reveal a whole range of American values, from the do-it-yourself pioneer spirit through a love of comfort that absolutely astonishes most foreigners.Insurance. Americans have policies to cover every possible risk, no matter how remote. So far, we've refused supplementary insurance for our car radio, death insurance for our mortgage and accident insurance for our cat. It gives us a feeling of living dangerously.Junk food. Anyone who wants to understand why Americans suffer from higher rates of cancer and heart disease only has to look at what they eat.Ketchup. I had to come to America to discover that it can be eaten with anything —from French fries to French cheese.Lines. American lines —beginning with the yellow line at immigration control —are the most orderly in the world. The British queue, once internationally renowned, has begun to decay in recent years. The French queue was never very impressive,and the Italian line is simply a mob.Money. In Europe, everybody likes money, but no one shows it off. Unless it's been in the family for several generations, there's often an assumption that it was acquired dishonestly. In America, no one cares how you got it.No smoking. No longer just a polite request in America, this phrase has become the law. Nobody would dare ask a Frenchman to put out his Galoise in a restaurant. Oliver North. What other major Western democracy lets army officers take over foreign policy? A hero for some, a traitor for others, Ollie (see First Names) is an example of an American recklessness that awes and alarms Europeans. Patriots. They exist everywhere, of course, but the American version is louder and more self-conscious than the European. In Britain, it's taken for granted that politicians love their country. Here, they're expected to prove it.Quiet. American cities are quieter than European cities —thanks to noise controls on automobiles and to recent environmental legislation. This was a major surprise for someone brought up to assume that America was a noisy place.Religion. The idea of putting preachers on TV is alarming to Europeans. It's even more alarming to see them in action.Sales. Ever since arriving in Washington, we've been hurrying to take advantage of this week's unrepeatable offer, only to discover that it's usually repeated next week. We're just catching on that there's always an excuse for a sale.Television. That grown-ups can watch game shows and sitcoms at 11 AM amazes me —but the national habit, day or night, is contagious. I recently found myselfnodding in agreement with a professor who was saying that American kids watch too much television. Then I realized that I was watching him say this on television. Ulcers. See Work.Visas. Americans don't need visas to visit Britain (or most European countries, for that matter). To enter the United States, I had to sign a document promising that I would not overthrow the government by force and had no criminal record. One wonders if many terrorists and criminals answer "yes" on these questionnaires. Work. People in less developed countries often imagine that they can become rich simply by emigrating to America. But America became a wealthy society through work, work and more work. It's still true.X-rated movies. We have them in Europe too, but not on motel-room TVs. Yuppies. The European counterpart remains a pale shadow of the all-American original. The animal seems more ambitious, and more common, on this side of the Atlantic.Zillion. What other nation would invent a number that's infinitely more than a billion? America may not always be the best, but it certainly thinks big.(1,030 words)第六单元TextAMy husband and I went to a funeral a few weeks ago. The man we honored had not been ill and will never grow old. He was killed in his car on a Sunday night, driving home along a divided highway.。
21世纪第三册unit2
《21世纪大学英语（3）》第二课教案Unit TwoUnit OverviewObjectivesBy the end of the unit, students will be better able to1.master the new words and phrases;2.have an idea of the structure of biographic writings;3.practice writing a paragraph that starts with a main event and goes on todescribe what led up to it;4.get to know the makings of outstanding characters.Prerequisites1.Students should read Text A for the main idea before they come to theclass sessions.2.Some type of audio player should be furnished in class, at least for thefirst period of instruction.3.Tapes of the listening material should be available during class hours.4.Text B should be used for class reading activities. Students should notread Text B before they come to class.Proposed Unit Duration:6 class hours (50 minutes each)Suggested Time:Text A The Titanic PuzzleI. Warm-up ActivitiesI) Pre-reading Questions1.There are many traditional forms of courtesy toward women—Gestures like standingup when they enter a room. What others can you think of?2.What do you think of the woman’s argument about everyday reality? What about theman’s view of common courtesy?II) Background InformationTitanic "泰坦尼克号"(英国豪华游轮) At 2:20 AM on April 15, 1912, the Titanic, then the world's largest and most luxurious ocean liner, disappeared into the icy depths of the North Atlantic. With her she took the lives of some 1,500 men, women, and children -- more casualties than in any other marine disaster in peacetime history. Many movies were shot about this event, but the one that came out in 1998 was the biggest hit.II. Text InstructionI) Text AnalysisPart I (para.1-2) Presenting controversial responses to ―women and children first‖.Part II(para.3-8) The author’s opinion versus the traditional attitude of ―women andchildren first‖.Part III (para. 9-17) Arguing against the point of view that women should be grouped withchildren to enjoy priority.II) Language Pointsi). Key Words, Phrases and Structures1.charm：n. a pleasing or attractive feature or quality 魅力e.g. ①Hawaii (夏威夷) has great charms for tourists.②Of all your charms, I love your smiling eyes the best2.random：a. done, chosen, etc. without conscious choice 胡乱的；任意的e.g. ①The choice of poems included in the collection seems somewhat random.②The magician chose a random volunteer from the audience3.entitle：vt. ①(to) give (sb.) a right (to have or do sth.) 给…权利；给…资格②give a title (to a book, etc.) 给(书等)题名e.g. ①A membership card entitles you to take a guest with you free.②I am not entitled to comment on this.③The author entitled the book "My Life Story".4.consideration：n. ①careful thought and attention 考虑②(for) thoughtful attentionto the wishes and feelings of others 体贴；关心e.g. ①After some consideration we've decided to sell the house.②Could you turn your music down and show a little consideration for theneighbors!5.faculty：n. ①any of the powers of the body or mind; a particular ability for doing sth.才能；能力；天赋②all the teachers and workers of a university or college (高等院校的)全体教师及职工e.g. ①Even at the age of 100, she still had all her faculties.②Jane is a member of the faculty at the local university6.immunity：n. ①protection or freedom (from sth.) 受保护；豁免(权) ②ability toresist infection, disease, etc. 免疫力e.g. ①diplomatic immunity (外交豁免权)②Most people have no immunity against that virus(病毒).7.privilege：n. a special right or advantage available only to a particular person or group of people 特权；优惠e.g. They had the privilege of meeting the king.8.given：prep. 考虑到a. ①规定的；特定的②假设的；已知的e.g. ①Given their inexperience, they've done a good job.②Given (the fact) that she is interested in children, I am sure teaching is theright career for her.③The work must be done within the given time.④under a given condition9.attach：vt. (to) ①consider that sb. has a certain quality认为有；使与…相关联②fasten or join 系；贴；连接e.g. ①The panel of scientists attaches great importance to his research on genes.②Chinese movies used to attach every good quality to a hero.③ A label is attached to each piece of luggage.10.urgent：a. requiring immediate attention or action 紧迫的，紧要的e.g. ①David sent an urgent message to his lawyer.②It's urgent that you make up your mind.plement：vt. add new or contrasting features which show the best qualities of (sth.) or which improve (it) 补充，补足e.g. ①The TV networks and newspapers complemented each other.②Strawberries and cream complement each other perfectly.12.constrain：vt. ①force sb. to act in a particular way 强迫②prevent sth. from developing freely 限制，束缚e.g. ①He constrained her to sign her name.②Bill constrained his sense of humor at the funeral.【派生词】constraint：n. limitation or restriction 约束，限制A constraint is something that limits or controls the way you behave or what you can do in a situation.e.g. ①Living with a roommate imposed constraints on her --she couldn't have herparties late at night.②The financial constraints on the company meant that they couldn't employnew staff.13.instinct：n. behavior or knowledge that one has without being taught 本能e.g. ①act on instinct②Birds migrate because of instinct14.indispensable：a. essential 必不可少的e.g. ①A telephone is indispensable in most households.②Mary is an indispensable employee.15.depress：vt. ①sadden and discourage 使抑郁，使沮丧②cause to sink to a lower level of position 使不景气，使萧条e.g. ①The cold, gray weather depressed Anne.②High interest rates are continuing to depress the economy.16.version：n. ①one person's account of an event, as compared with that of another person描述，说法②版本；改写本e.g. ①Jane's version of the accident was quite different from Tom's.②I saw the movie version of that story before I read the book.17.courtesy：n. ①polite behavior; good manners谦恭有礼；有礼的举止②a polite or kind action or expression 好意；恩惠e.g. ①The students showed their teacher courtesy and respect.②I appreciated your many small courtesies when I visited your office.18.survival n. continuing to live or exist, often in spite of difficulty or danger生存；幸存e.g. ①Humans are dependent on oxygen and water for survival.②Pollution in the river threatens the survival of thousands of fish.19.strategy：n. a plan, often for business or military aims 策略，计谋e.g. Chess (国际象棋) is a game of strategy.【派生词】strategic：a. 战略(上)的；战略上重要的e.g. a strategic withdrawal (撤退)20.sheer：a. ①pure; nothing other than (often used in descriptions of sth. surprising, outrageous, inexplicable, etc.) 完全的，十足的②(of fabric) very thin, light and almost transparent (织物)极薄的；透明的③very steep 陡峭的；垂直的e.g. ①It is a sheer waste of time.②John peered through the sheer curtain.③The climbers slowly inched (慢慢移动) up the sheer cliff.21..at/from a distance：from a place that is not very close; a long time after sth. happened隔开一段距离(或时间); 从远处e.g. It's wise to stay at a distance from the cobras.22.object to：oppose; be againste.g. ①The embassy objects to their requests to take refuge there.②Professor Hawking objects to being treated like someone special23.at random：without conscious choice 胡乱地, 随便地, 任意地e.g. ①I chose a name at random, and it turned out to be an old acquaintance.②They can't have seen us; they were shooting at random.24.gun down：shoot, causing to fall to the ground dead or wounded 枪杀; 开枪打伤e.g. ①The police officer was gunned down as he took his children to school.②gun down innocent women and children25.be entitled to：be given the right to have or do (sth.) 有权, 有资格e.g. ①You are entitled to high praise for handling this difficult situationsuccessfully all alone.②I'm entitled to know how my own money is being spent26.fend for onesel：flook after oneself 照料自己e.g. ①It is time you left home and fended for yourself.②Now that the children are old enough to fend for themselves, we can go away on holiday alone.27.hand out：distribute 分发, 散发e.g. ①Make a list of names, see if they're all present, and hand out the books.②Would you hand the cake out while I pour the coffee?28.go down：sink (船等)下沉e.g. ①Everyone took to the lifeboats when the ship started to go down.②Three ships went down in last night's storm off the coast.e of the present participle in the absolute constructionThe adverbial present participle phrase has no overt (明言的) subject and its ―understood subject‖ provides a link with the main clause, while the absolute construction using the present participle has its own logical subject and is not overtly bound to the main clause, even on a semantic (语义的) level, by any shared element.In grammatical functions, however, the two forms are similar.e.g. ①No further discussions arising, the meeting was brought to a close.②Weather permitting, we'll start tomorrow.ii) Difficult Sentences30.But is not grouping women with children a raging anachronism? Should not anyself-respecting modern person, let alone feminist, object to it as insulting to women?释义But is it not a serious mistake to place women and children in the same category in modern times as in old times? Should not any modern person withself-respect, not to mention the feminist, consider grouping women withchildren to be insulting to women and object to it?译文但是将妇女和儿童归为一类难道不是一种与时代极不相称的行为吗？难道任何一个自尊的现代人----更不用说女权主义者----不该视其为对女性的侮辱而加以反对吗？分析let alone：(used to indicate that a particular situation is even less likely or possible) not to mention; without consideringe.g. ①I was too tired to walk, let alone running.②There wasn't enough room for us, let alone three dogs and two cats.31.At a time when women fly combat aircraft and run multi-national corporations, howcan one not wince when adult women are routinely classed with children?释义In modern times when women are doing all sophisticated jobs as men do, how can one feel at ease when adult women are habitually grouped with children?译文在一个妇女驾驶战斗机、经营跨国公司的时代，这种将成年妇女与儿童归为一类的惯常做法，怎能不让人皱眉蹙额呢？分析class - vt. consider ... as belonging to a particular group; classifyAt nineteen you are still classed as a teenager.He was classed with the top ten American novelists32.The phrase ―women and children‖ attributes to women the same dependence andmoral simplicity we find in five-year-olds.释义By classing women with children, we think that women are as helpless and innocent as little kids.译文―妇女和儿童‖这句话将我们在五岁的孩子们身上看到的依赖性和道德上的单纯也赋予了妇女。
21世纪大学实用英语综合练习第三册课程设计
21世纪大学实用英语综合练习第三册课程设计课程概述本课程是21世纪大学实用英语综合练习第三册，旨在帮助学生提升独立思考、口语表达和团队协作能力。
通过精心设计的课程内容和实践活动，学生可以在轻松愉悦的氛围中锻炼自己的英语能力，同时也加深对英美文化的理解。
本课程共分为15个单元，涵盖了生活、文化、科技等多个领域，每个单元都包含了四个部分：听力、口语、阅读和写作。
学生可以在学习过程中逐步提高对英语的理解和运用能力，同时也掌握了丰富的实际知识。
教学目标1.帮助学生全面提升英语听、说、读、写的能力。
2.培养学生的独立思考和口语表达能力。
3.提高学生的团队协作和交流能力。
4.加深学生对英美文化的认识和理解。
教学内容单元一：生活习惯•听力：英国人的生活习惯•口语：我的生活习惯•阅读：快乐的早晨•写作：我的早晨单元二：运动健康•听力：保持健康的方法•口语：我喜欢的运动•阅读：运动对身体的好处•写作：运动的好处单元三：旅游•听力：澳大利亚的旅游景点•口语：我的旅游经历•阅读：旅游的重要性•写作：我梦想中的旅游……单元十五：科技创新•听力：高科技在我们生活中的应用•口语：我喜欢的高科技产品•阅读：科技创新对未来的影响•写作：我对未来科技的期望教学方法•控制语言难度，注重语义切入点。
•小组合作，鼓励学生互相交流、互相学习。
•相互评估，互相帮助，提高每个学生的语言能力。
•边听边思考，理解语言表述中的含义，鼓励学生独立思考。
考核方式•口语表达能力考核：每个小组分别轮流展示口语表达的内容，其他组进行评分，总评定分。
•书面表达能力考核：每个小组需要完成每个单元中的写作任务，老师进行评分，总评定分。
•视频观看能力考核：对关于每个单元中的听力和阅读的视频共计8个问题进行答题，老师进行评分，总评定分。
总结本课程注重学生的实践能力，采用多种教学方式的设计，培养学生的听说读写能力，通俗易懂，灵活性强。
在学习中，学生可以更好地理解和掌握英语知识，同时也加深了解英美文化的深度。
21世纪大学实用英语综合教程第三册教学设计
21世纪大学实用英语综合教程第三册教学设计1. 介绍本文档旨在为教师提供一份实用的教学设计，帮助学生学习21世纪大学实用英语综合教程第三册中的主题和语言点。
该教材旨在提高学生的英语水平，特别是在口语和听力方面。
本教学设计可以在中等级本科英语教育的大学课程中使用。
2. 教学目标在完成这个教学设计后，学生将能够：•使用正确的时态和语气来描述过去和现在的事件•使用合适的文本结构来组织一篇议论文或说明文•根据听力材料提供的信息进行分析和理解•根据情境适应不同的英语表达方式和交际技能3. 教学内容3.1 语法•现在完成时和过去完成时•过去时态和现在时态的比较和使用•介词和冠词的使用•疑问句的陈述•条件句的构造3.2 词汇•商业英语•汽车和交通•手机和科技•社交和文化•旅行和消费3.3 口语和听力•广泛的听力练习，包括对不同口音和语速的理解和适应•实用的口语练习，例如电话交流、商务会议和面试等。
3.4 阅读和写作•对不同种类的英语文章（如论文、说明文、综述和小说）进行阅读和分析。
•通过写作来巩固语言技能，例如写小论文、翻译文本和做笔记等。
4. 教学方法教学应采用多元化的教学方法，包括但不限于下面列举的方法：•讲授课堂•小组研讨•视听课堂•独立阅读•提供反馈和评估5. 评估学生应该通过下面的方式进行评估：•完成定期的考试或测试•完成大型项目或论文•评估口语和听力技能•小组或个人的书面作业6. 结论本教学设计旨在提供一种实用的方法来教授21世纪大学实用英语综合教程第三册。
通过采用多元化的教学方法和评估方式，将学生带入更高级的英语语言能力层面，帮他们适应商务和实用场合中的常见的英语表达。
21世纪大学英语综合教程第三册教学大纲
21世纪大学英语综合教程第三册教学大纲课程介绍本课程是21世纪大学英语综合教程第三册，是一门适合英语专业或非英语专业学生的大学英语综合课程。
本课程旨在提高学生的英语综合应用能力，包括听、说、读、写和翻译等方面。
教学目标通过学习，学生将能够掌握以下技能：•能够听懂、表达和交流基础的社交话题；•能够读懂英语文章，理解基础的语言知识，能够运用词汇、语法知识进行阅读和写作；•能够运用英语掌握基础的听力技能，理解大学英语课程听力材料；•能够翻译简短的英汉互译材料，包括常用短语、句型和段落。
教学内容本课程包括以下三个模块：模块一：听力理解本模块旨在帮助学生提高基础的听力理解能力，包括以下内容：•认识及应用常用英语句型和单词;•理解英语口语及演讲（包括语调，音调，语速）；•流利说话能力的训练；•听力练习及试题解析。
模块二：口语表达本模块旨在帮助学生提高英语口语表达能力和应对实际情况发挥口语交流的能力，包括以下内容：•口语表达及发音训练，熟悉基础英语口音；•日常英语口语表达—社交场合交流基础话题；•针对不同场合调整表达方式；•参与小组讨论，、角色扮演和其他口语表达活动。
模块三：阅读理解与写作本模块旨在帮助学生提高英语阅读和写作能力，包括以下内容：•熟悉常用英语语法规则及用法；•理解及翻译常用英文短语；•阅读及写作训练（包括写作要点、写作技巧及结构）；•分析文本，提供简单的口头或书面评论。
教学方法本课程采用多种多样的教学方法，包括：•课堂讲授和讨论：讲授新知识，讨论学习过程中的困难和问题；•朗读：提高口语表达及朗读能力；•跟读：听力训练及熟悉基本语言用法；•分组讨论及角色扮演: 提高口语表达及沟通能力；•家庭作业：包括阅读材料、听力练习及写作练习；•考试及测试：在学期结束时或课程结束时进行考试和测试，以检验学生的学习成果。
评估方法学生的评估包括以下几个方面：•平日表现（课堂参与、作业完成情况等）占30%；•期中考试占30%；•期末考试占40%。
21世纪大学英语教案第三册unit7
21世纪大学英语教案第三册unit7Unit 7 T ext A So What’s So Bad About So-So?I. T eaching Objectives:1. To make clear the writer’s purpose to write the text and the ideas about the pleasures of doingsomething badly now and then.2. To grasp the key words and phrases.3. To master the skills of writing and reading in this unit.1)To introduce a thesis with the specific-to-general structure.2)To understand idiomatic expressions.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4. Language Points( key words, phrases and difficult sentences)5. Grammar Focus (phrases as far as…be concerned & it’s time it’s high time)6. Guided Practice (exercises, oral practice and group work)III. Teaching Process1. Warm-up Questions (based on the listening material)1)which sport is it about? Compare your equipment list with the equipment mentioned on thetape.2)What attracts you to the activities that you enjoy in your spare time?3)How important is it to you to “ do them right”?2. T ext OrganizationPart I (Paras.1-4) (From one specific example of the author’spoor piano playing, the author introduces the general thesis:) In the competitive world today, w e should be “experts”even in our hobbies.(What about the author’s own point of view?)Part II (Paras.5-9) The author gives five more examples to illustrate that this thesis has been widely accepted.Part III (Para.10) The terrible result this thesis leads to. (What’s the result?)Part IV (Paras.11-12) The author states her position: It’s time we put a stop to all this.3. Skill Learning in Writing and Reading1) The specific-to-general structure (take Text A for example)The author starts with a specific example (her bad piano-playing);She then moves to a more general statement about herself;And this leads to her general thesis.2) Understanding idiomatic expressionsTo hypothesizing the meaning of idiomatic expressions with the context clues ― examples, explanations, contrasts or parallel phrases.4. Language Points1) the other afternoon— on the afternoon a few days ago (para.1)Also: the other day (para.7), the other morning, etc.2) My performance would make any serious music student weep…(para.2)serious---deeply interested; devotedExample:If you’re serious about becoming an actress, you need proper training.weep — v. to shed (tears) as an expression of emotion3) (every) now and then---sometimes but not very often or regularly (para.3)Examples:Now and then my new method appears to work.I still see her for lunch every now and then, but not as often as I used to.4) out of style—unfashionable; out of fashion (para.4)Example:A style does not go out of style as long as it adapts itself to its period.5) a mark of class—a symbol of a person’s social position; a characteristic feature which indicates that a person is cultured and civilized (para.4)Example:His shirt is ironed and that was a mark of class.6) Y ou can’t tone up your body by pulling on your gym shoes…(para.5)tone up— (cause to) become strongerExamples:He suddenly toned up and reproached the boy for carelessness.I lift weights at the gym everyday to tone up my body.pull on/off— put (clothing, etc.) on/off by pullingExamples:Help me pull on these boots — they are very tight.He began to pull off his shirt.7) take up (an activity, subject, etc.)—become interested in it and spend time doing it, either as a hobby or as a career (para.5) Examples:He decided to take up a career.I tho ught I’d take up fishing.8) be in (good, bad, etc.) shape —be in (good, bad, etc.) condition (para.5)Examples:The house was in absolutely good shape.She runs 3 miles every day to keep herself in shape.9) As far as sports enthusiasts are concerned if you…..hopelessly committed to embarrassing yourself. (para.5) as far as sb/sth be concerned---in sb’s opinioncommit (sb/ sth ) to ---put (sb/sth) in (a state or place)Examples:T h e n a m e s w e r e c o m m i t t e d t o m e m o r y.Signing this form commits you to buying the goods.10) In case you don’t know,… (para.6)in case—In case is used when you are giving a piece of information in order to introduce the reason why you are giving it.Examples:In case you didn’t know, there are three basic wine s: red, white and rose.Mary, in case you’ve forgotten, hasn’t forgiven you.11) as it happens/ happened---by chance; although not planned.(sth rather surprising) (para.6) Examples:As it happens, I know someone who might be able to give you some advice.As it happened, I had a few minutes to spare.12) I blew it. (para.7)Paraphrase---I made a mistake and missed the proper time (for your soccer instruction) blow---vt.(infml) do clumsily or badly;mishandle; ruinBlow it is often used when you are given an opportunity but you fail to take advantage of it by doing or saying something wrong.Examples:It was your last chance and you blew it.I guess I blew it when I turned down the job offer, didn’t I?13) be out to do/for sth.—want or intend to do/to achieve sth. (para.7)Examples:Y ou might feel that they’re out to use your house as a free hotel.Mark my words —he’s only out for one thing and that’s her mone y.14) Competition keeps getting in the way.--- Competition is always preventing kids from having fun.If something gets or stands in the way of something else, it make it difficult for that thing to happen, continue, or be appreciated properly.Examples:She won’t let anything get in the way of her ambitions.May nothing stand in the way of your future happiness together.15) Homework and tennis and piano lessons kind of eat it all up. (para.8)kind of ---(infml) somewhat; to some extentExamples:Actually, I felt kind of sorry for him.I kind of thought you might help me.eat up--- use or consume (money, time, or fuel ) in large quantitiesExamples:A big car like that eats up petrol.Rising costs were eating up most of the profits.16) occupations at which no particular expertise is expected (para.9)occupation---an activity in which you engage habitually, either sth that you do for pleasure or as part of your daily life or a job or profession.Examples:Cycling was his favorite occupation.Everyone, irrespective of age, sex or occupation.expertise---n. expert knowledge or skill, esp. in a particular field.Examples:Customers will be impressed by the expertise of our highly trained employees.We admired the expertise with which he prepared the meal.17) It strikes me as so silly. (para.10)Paraphrase----I think that’s very silly.strike sb. as---have an effect on sb. or impress sb.Examples:The plan strikes me as ridiculous.Henry strikes me as a very dull boy.18) Make peculiar-looking objects out of clay. (para.11)Cf. peculiar, odd and strangePeculiar implies marked or conspicuous distinctiveness, odd stresses a departure from the usual, the normal, or the regular, while strange,the most comprehensive of the three words, suggest unfamiliarity.Examples:This difference arises from the peculiar character of the US government.Some great men have odd habits.To most of us the art of India is strange.Cf. clay, soil and mudClay is earth that is used to make things such as pots, soil isthe top layer of earth in which plants grow, and mud is wet and sticky earth sometimes used for building a house.Examples:A clay pigeon is a disk made of clay fired into the air to be shot at for sport.The soil here is very fertile.They lived in a mud hut.The boy was covered with mud.18) t he joy of creative fooling around---the fun in not doing things seriously. (para.11)fool around--- to behave in a playful, silly, or irresponsible way without thinking seriously about what you are doing.Examples:We spend the afternoon fooling around on the beach.Don’t fool around with matches.19) out of shape---unhealthy and unable to do a lot of physical activity without getting tired. (para.12)5. Grammar Focus1)as far as…be concernedThis phrase is used of either people or things to indicate that the people or things are involved or affected in that way or to that extent.Examples:As far as older people are concerned, they need to keep mentally active as well.The rise in interest rates will be disastrous as far as small business are concerned.When the phrase is used of people, it may also mean in … ’s opinion.Examples:This is all rubbish as far as I’m concerned.As far as we were concerned, they were foreigners.2) it’s time and it’s hig h time---sth ought to happen or bedone sooner without delay.Examples:It’s time to goIt’s time to lunchIt’s high time for Europe to take respon sibility for its own defense and stop depending on the United statesWhen it’s time or it’s time is followed by a that-clause, the verb in the clause is in the past With the meaning of the whole sentence in the present.Examples:I think it’s time(that) we stopped.It’s time(that) the school improved its meal service.It’s high time(that) we had our car servi ced.6. Guided Practice1) Answer questions with imagination (Page 205)a)If you were to take the author’s advice and start some new hobby this week, what would itbe?b)Have you ever felt too shy or embarrassed to try some leisure activity? What was it, andwhat were you afraid of?c)Y our teacher is looking for a new hobby. What do you recommend? Why?2) Group discussiona)What’s your hobby?b)Do you have several hobbies or just one?c)Are you an expert at your hobby/ hobbies or are you just an amateur?d)Do you think i t’s okay not to be an expert at hobbies?3) Ask several students to retell the text by using their own words.7. After-class Assignment1) Review Text A2) Do exercises:Structure (Ex. X, p. 209)Cloze (Ex. XI, p. 209)Translation (Ex. XII, p. 210)3) Structured Writing (p. 213)T ext B Stripping Down to Bare Happiness Language Points1. bare happiness--- happiness of life consisting of the most basic and important things.2. What we’re talking about is simplification, not deprivation. ---- What we mean is a simple life, not a needy one.deprivation---the state of not having the normal benefits of adequate food, etc.Examples:She led a life of comparative deprivation.There were food shortages and other deprivations. (=lack of the things that are usually considered necessary for a pleasant life ) during the war.3. you really lose your taste for them.--- you’re really bored of them.4. a two-career couple--- a couple with husband and wife having full-time jobs.5. Neither one of them was willing to jam what they considered the most important part of their life into the brief time before work and the tired hours afterward.---Neither the hus band nor the wife was satisfied with a home life ― the part of life they considered most important ― only in their spare time or after work when they are in a hurry or tired.6. to trade two full-time careers for two half-time careers, andto cut back on consumption--- to change two full-time jobs for two part-time jobs and to reduce expenses.7. construction of a world where family and friendship, work and play, are all of a piece.--- creation of a lifestyle in which each aspect of one’s existence does not conflict with the other.If something with several different parts is (all) of a piece, it is the same throughout or consistent in some way. If one thing is (all) of a piec e with another, it is consistent with it. Examples: The building is remarkably of a piece architecturally.The new measures are all of a piece with the government’s policy.8. a living area defined by a comfortable couch and a wood stove.---an area set apart for general use during the day time by a comfortable couch and a wood stovedefine---vt. Determine the boundaries of9. Don’t they miss what they do without?--- Don’t they feel regret at the absence of certain things in their life?do without--- manage or survive in spite of not having (sth) Examples:Many people living in old houses still do without a bathroom.If you don’t have cigarettes, you must simply do without.10. items that just went to waste.---things that were simply to be thrown away in the end.If sth goes to waste, it remains unused, goes bad and is thrown away.11. By sifting and discarding, and by keeping track of what they have--- By picking out what is needed and throwing away what is useless, and by knowing well all the time what they possess.1.they aren’t constantly satiated with image s of new (andunnecessary) temptations.--- theyare rarely tempted by descriptions of new (and useless) articles in advertisements.13. expenses of work in the commuter age--- costs in going to and from work in the age in which people spend much of their time and money driving back and forth to work between a suburb and a city.14. first-run movies---movies available for public viewing for the first time, of which the tickets are expensive.15. thrift shops---shop that sell secondhand articles and exp. Clothes, and are often run for charitable purpose.16. t hat’ so much a part of this culture---which is in the basic character of this society.17. giving myself in high marks in some areas, surprised at my socially sanctioned irrational behavior in others---deciding that I do pretty well in some areas while finding, to my surprise, that my behavior in other areas, though socially accepted is irrational.18. It is a world of illusion, this shopping merry-go-round we ride, but with all the action and excitement, it’s sometimes hard to find the resolve and the courage to dismount.---Shopping often gives false impressions, and going shopping is like riding the merry-go-round. It’s often so exciting that it becomes addictive. It is sometimes as difficult to find the determination and the courage to stop shopping as to get off that fast revolving machine.。
21世纪大学英语第三册教案
Unit1How I Got SmartI. Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words, phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing passages beginning with misconceptions and followed bypresenting theories, arguments and opinions.2) Appreciating figurative language in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus (the use of rather than, the make+noun/pronoun+past participle structure)6 .Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/Activity1)Introduction:Do you remember your first love? All those exciting and wonderful new emotions---the way your heart raced when that special person was near--- those anxious, awkward moments when you didn’t know what to say or do? And then (for most of us) that sad moment when for one reason or another it all came to an end…Ernest Hemingway once said, “Every love story ends as tragedy”---but that authors of the texts in this unit have a different point of view. Text A focuses on the unexpected side effects of the author’s first venture into romance.2) Questions for discussion:------Do you remember the first time you fell in love? Did you let the person know how you felt? Did you learn anything from the experience, or was it just a silly incident?------what do you think of college love? Is it an incentive or an obstruction?2. Text OrganizationThe text can be divided into three parts:Part I (para1-2) There is a misconception about the teacher—teachers are prodigies.Part II (para3-33) My love story in my sophomore year.Part III (para34) The after events of the story.3. Skill Learning in Writing and Reading1) Writing Skill: Developing passages beginning with misconceptions andthen followed by presenting theories, arguments and opinions.Example:A common misconception among university teachers is that certain students were born with a talent for interrupting lessons with strange questions. Who else but a born troublemaker, with none of the normal schoolgirl’s tendency to sit through each class in shy silence, would grow up to be an active student?I’ve tried to convince my teachers that the image they have of me as a noisy, undisciplined kid is out of focus. In reality, I was so quiet as a child that some people wondered if I could speak at all.But then one day, during a fourth-grade history lesson, something happened that changed my classroom behavior forever. I had been gazing quietly into space as usual, when I noticed some fine lines in the ceiling just over the teacher’s head.2) Reading Skill: Appreciating figurative language in reading materials.In unit 6, Book 2, we worked with figures of speech: language that uses images or mental pictures to appeal to readers’ imaginations, and to allow writers to create complex associations that go beyond the power of literal language. Effective readers know how to recognize and interpret figures of speech in order to understand the author’s meaning more deeply and think about ideas in new ways.4. Language Points:1) A common misconception among youngsters attending school is that theirteachers were child prodigies.(para1)Prodigy: n. a person who has unusual and very noticeable abattoirs,usually at an early age奇才，天才Examples:an extraordinary prodigy 奇迹，奇欢，奇物a unique prodigy 罕见的奇才a child / infant prodigy 神童2) Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway? (para1) tendency : n. part of a person's character that makes him like (to do) sth.Examples:His tendency to exaggerate is well known.anyway :ad. (often used in conversation without adding much meaning to what is being said) in any case, anyhowExamples:What was he doing with so much of the company's money in his personal account anyway?3) …that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus.( Para2) devotee:n. a person who strongly devoted to sth or sb 热爱……的人，献身于……的人Examples:a devotee of Bach 巴赫乐曲的爱好者a devotee of football 足球爱好者[派生] devote : v.be devoted to sth / doing sth; devote oneself / sth(time,money) to sth / doingdevoted 献身的，专心于……的； devotion献身，忠诚，挚爱；devotional专心的，忠诚的out of focus : not clearly seen; not sharply definedExamples:The children's faces were badly out of focus in the photograph.His personality is still a bit out of focus.4) I hated compulsory education with a passion. (para2)Paraphrase -----I strongly objected to required education.compulsory : a. required by law or a rule义务的，强制的，必修的，规定的Examples:English composition is a compulsory course in American colleges.compulsory military service 义务兵役compulsory subject 必修科目compulsory legislation 强制性立法[反义]optional adj 可选择的，非强制的；optional courses选修课5)Cupid aimed his arrow and struck me right in the heart.(para3)Paraphrase ----- I fell in love.6).. ...if only to gaze at the lovely face in English II. (para3)Paraphrase-----even if the only purpose was to get a long look at the lovely face of the girl in the class of English II.if only : (used to introduce what one thinks a fairly good reason for doing something, although one realizes it may not be a very good reason) even if the only reason is... 哪怕只是为了.... ..Examples:I think you should get a job if only to stop yourself getting so bored at home.C.f if only and only if7) Debbie was far beyond my wildest dreams. (para4)beyond a person's wildest dreams: better than he could have imagined or hoped for.Example:The library was enlarged and enriched beyond our wildest dreams.8) It was a smile that signaled hope and made me temporarily forget theintellectual gulf that separated us.(para5)intellectual gulf : difference in mental abilitygulf -- n. area of division or difference, esp. between opinionsExamples:There is a widening gulf between the middle classes and the poorest sections of society.It is hoped that the peace plan will bridge the gulf between the government and the rebels.9) …so that I could get all the facts in before we reached the cash register. (para12)get sth. in: manage to find time for doing or saying sth.Example:John talks so much that it's impossible to get a word in.10) “Why not?” said Debbie, playing right into my hands.(para17)play (right) into sb.'s hands : do sth. which gives sb. an advantage; help sb.who is one's opponent against oneselfExample:Mary and Bobby both wanted the last piece of cake, but Bobby played into Mare's hands by trying to grab it. (Father gave the cake to Mary because Bobby tried to grab it.)11)…so I had to step it up to get the natives in.(para20)step up: increase in size, amount or speedExample:The pace of the reforms is being stepped up.12) Debbie seemed to relish our little conversations and hung on my everyword. (para26)hang on : listen very attentively toExample:Ann hangs on every word of her history teacher and takes very careful notes.13) I sneaked a look at Debbie and gave her a big wink. (para30)sneak a look at : look secretly atsneak : vt. take secretly (often without permission)Example:sneak a look through the keyhole14) What I failed to perceive was that…(para31)perceive : vt. notice; be conscious ofIf you perceive something, you see, notice or become aware of it, esp.when it is not obvious to other people.Examples:perceive sth by the ear /eye 耳闻 / 目睹某事perceive to car coming to ward 看到一辆车朝……驶来He was able to perceive the danger of their situation.C f perceive, conceive and deceive15) Although the original incentive was gone….(para34)incentive: n.. that which in cites, rouses or encourages a person 刺激，动机，鼓励Examples:ecnomic incentive 经济刺激offer an incentive 给予鼓励many incentives to work hard 努力工作的动力give sb. incentive to sth / to do sth / to doing sth 激发某人做某事[同义] motive n. 动机，主旨，目的 stimulus n. 刺激，刺激物16) Drink deep, or taste not the Persian spring. (para34)Paraphrase --- -Learning intensively, or give up learning at all.Pierian: a. belonging to Pieria, a region of ancient Macedonia, thereputed home of the Muses, hence allusively in reference to poetry andlearning.5. Grammar Focus1) The use of “rather than”r ather than用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。
21世纪实用英语第二版第3册教学设计
21世纪实用英语第二版第3册教学设计1. IntroductionThe 21st century has seen a significant increase in the need for English language proficiency. English has become the most popular language of communication worldwide. This trend has led to a need for innovative teaching approaches that enable students to acquire and develop their English skills effectively.In this document, we will discuss the teaching design for the 3rd edition of the 21st Century Practical English textbook. We will focus on the following elements:•Course Objectives•Teaching Strategies•Learning Outcomes2. Course ObjectivesThe mn objective of this course is to help students improve their English language skills, focusing on the following areas: listening, speaking, reading, and writing.The course ms to help students achieve the following goals:1.To develop their listening skills, enabling them tounderstand and comprehend spoken English.2.To develop their speaking skills, enabling them tocommunicate effectively in English.3.To improve their reading skills, enabling them to comprehendwritten English.4.To improve their writing skills, enabling them to expressideas fluently in written English.3. Teaching StrategiesTeaching strategies for this course m to promote active learning, with an emphasis on developing communicative skills. The following strategies will be employed:3.1 Task-Based LearningTBL is an approach that involves students in real-life tasks thatare relevant and meaningful. TBL helps students apply language knowledge to real-life situations, thereby improving language proficiency.In the classroom, students will be presented with tasks that require them to use their language skills in practical settings. For instance, a task may be to ask for directions to a restaurant in English, or describe a personal experience in English. Such tasks help students to interact meaningfully in English.3.2 Role PlayRole-playing is an effective teaching strategy that enables students to simulate real-life situations. This strategy is useful in developing communication skills, especially in spoken English.In the classroom, students will be assigned roles to play. For instance, they may act out a job interview, a hotel check-in, or anrport enquire. This strategy helps students to practise speaking and listening skills in a real-life context.3.3 Group WorkGroup work is an effective strategy that helps students to learn collaboratively. In the classroom, students will work in small groups to complete tasks. Group work promotes active learning, where studentslearn from one another.In the classroom, students will be assigned to work in groups to complete tasks such as preparing a presentation, conducting an interview, or discussing a topic in English.4. Learning OutcomesOn successful completion of the course, students will have achieved the following outcomes:1.Improved listening skills, enabling students to understandspoken English news, songs, and movies.2.Improved speaking skills, enabling students to expressthemselves fluently and confidently in a variety of real-lifesituations.3.Improved reading skills, enabling students to comprehendwritten English at an advanced level.4.Improved writing skills, enabling students to writeaccurately and fluently in a variety of contexts.ConclusionIn conclusion, the teaching design for the 3rd edition of the 21st Century Practical English textbook is an innovative approach med at developing English language proficiency. The course objectives emphasize the need to develop students’ listening, speaking, reading, a nd writing skills. The teaching strategies focus on active learning, with an emphasis on developing communicative skills. The learning outcomes emphasize the need to improve English proficiency in real-life contexts. The course design will help students to develop their English skills effectively, preparing them for the global marketplace.。
21世纪大学实用英语综合教程U版第3册教学设计
21世纪大学实用英语综合教程U版第3册教学设计一、背景介绍21世纪大学实用英语综合教程U版第3册是针对大学英语专业学习的一门课程。
本课程的目的是培养学生的英语听、说、读、写能力，提高他们的综合英语素养，并使学生在实际应用场景中掌握实用英语交际技巧和应对能力。
二、教学目标本门课程的教学目标如下： 1. 学生能够熟练地听、说、读、写英语； 2. 学生能够在日常生活中使用英语与他人进行基本交流； 3. 学生能够在商务、学术等特定场景下运用英语进行交流； 4. 学生能够阅读英文原版书籍、论文、新闻等，并理解其中的主要内容； 5. 学生能够撰写英文与日常生活息息相关的文章，如电子邮件、简历等。
三、教学内容与大纲1.词汇学习：介绍一些实用英语词汇，并进行记忆和练习；2.语法学习：介绍一些实用英语语法，并进行练习；3.听力练习：提供一些英语听力材料，并进行听后练习；4.口语练习：提供一些口语对话情境，并进行口语练习；5.阅读练习：提供一些英文原版书籍、论文、新闻等，并进行阅读理解练习；6.写作练习：提供一些写作情境，如电子邮件、简历等，并进行写作训练；四、教学方法1.互动式授课：引导学生积极参与课堂互动，如讨论、演示、角色扮演等；2.多媒体辅助：使用多媒体设备，如投影仪、电子白板、PPT等，辅助教学；3.分组合作：将学生分成小组合作，进行讨论、演示等活动；4.学生自主学习：鼓励学生进行自主学习，如阅读英语原版书籍、论文等。
五、教学评估1.期末考试：考查学生对于本课程内容的掌握情况；2.日常表现：考查学生的课堂表现，如互动参与、日常作业等。
六、教学效果评估1.教学成果反馈：在课程结束后，采取问卷调查、个别面谈等方式，获取学生对于本门课程的反馈；2.教学质量评估：定期组织专家对本门课程进行评估，以提升教学质量。
七、总结与展望21世纪大学实用英语综合教程U版第3册的设计旨在培养学生的英语综合交际能力，通过多种教学方法、多样化的教学内容和评估方式，达到培养学生英语能力的目的。
21世纪大学实用英语B3U3
教案授课单元Unit 3 Book 3本（章）节授课方式课堂讲授（√）实践课（）教学时数 6授课要点本（章）节教学目标（1）understand the main idea of Text A, Text B, and master the useful sentence structures and words and expressions found in the exercises relevant to the first two texts;（2）learn how to use V-ing phrases, V-ed phrases and To V phrases used as adverbials;（3）know how to write a want ad;（4）know how to read the table of contents.教学重点和难点（1）learn how to use V-ing phrases, V-ed phrases and To V phrases used as adverbials so as to add to the power of your words.（2）Learn how to build up confidence and be grateful to those who have helped us get through the difficult times.（3）Learn to find the necessary information in a table of contents思考题或作业Listen to the songs and try to get the positive energy out of them:（1）When you believe（2）Greatest love of all（3）Let it goAsk the students to write down what they have learned from these songs and set a deadline for them to hand in their homework.教学内容与组织安排1st period Text A (Global Reading)2nd period Text A (Detailed Reading)3rd period Grammar Review4 th period Practical Writing5th period Text B6th period Improve Your Reading Skills1st period Text A (Global Reading)StarterHave you ever experienced a hard time when you lost all your self-confidence and thought about giving up on yourself? Who lent you a helping hand then, and how? Share your story with your classmates.Every struggling child deserves a chance, and he may even need two or three.Text A & text-related exercisesAfter a brief explanation of the instructions, the teacher gives the students a few minutes to think about the questions in the starter; asks some students to answer the questions. (10 minutes)Understanding the TextAnswer the following questions.1.Why was the writer kicked out of his kindergarten class again and again?2.How did the writer’s parents feel when he was expelled from school?3.What became of the writer after he was dismissed from kindergarten altogether?4.Did the writer’s second chanc e — his entering first grade — yield any encouraging results?5.What did his parents do in view of this situation?6.Was the writer’s third chance — his enrollment in a new public school — productive?7.Did the writer have a successful career many years later? How do you know?8.In what way, according to the writer, were his parents crucial in helping him through hisdifficult years?9.What was one reason that the writer started his company Achieva?10.Looking back on all that he has experienced, what does the writer think is important in aperson’s life?Topics for Discussion.1. Do you think that if you have people in your life who help and support you, you will have a greater chance of success?2. “We all have big changes in our lives that are more or less a second chance,” says Harrison Ford, an American actor. How do you interpret this?The teacher lets the students answer the text-related questions, helps them identify the main idea.Part 1: My kindergarten daysParagraph(S) 1-2I was condemned as a problem child in kindergarten and my parents were on the brink of despair..Part 2: My elementary school lifeParagraph(S) 3-4I had a difficult start, but with my parents help and support, I got on the right track.Part 3: My successful career after collegeParagraph(S) 5-7After college, I worked first in politics, then in law, and later started my own company. Eventually, I sold the company and returned to politics.Part 4: My reflections on my life experiencesParagraph(S) 8It is very important for someone to help and support you at crucial moments in your life.2nd period Text A (Detailed Reading)The teacher analyzes some difficult sentences and some language points while discussing the whole text with the students; guides the students through the exercises, focusing on certain items or leaving some exercises as the students’ homework according to the students different levels of English.Difficult sentences:1.After more than 20 such expulsions, I was asked to leave the school altogether.经历了20多次这种被逐出事件后，我终于被校方彻底开除。
《21世纪大学英语第三册》教学大纲
《21世纪大学英语第三册》教学大纲本门课程的教学目标和要求：培养学生具有较强的阅读能力、一定的听、说、译、写的能力，使他们达到《大学英语课程教学要求》中较高要求：听力理解能力能听懂语速为每分钟150词左右的英语国家人士的谈话及讲座，掌握大意。
阅读能基本读懂英语国家大众性报刊、杂志的一般性题材文章。
书面表达能在半小时内写160字左右短文，内容完整，文章通顺。
大学英语教学应帮助学生掌握良好的语言学习方法，打下扎实的语言基础，提高文化素养，培养学生语言运用能力、交流信息能力，以适应社会发展和经济建设的需要。
教学重点和难点：《21世纪大学英语读写教程第三册》全书共十个单元，本教材融精、泛读于一体，围绕精读课文重点培养读、写、译的能力。
本册课文中共出现生词1000个左右，其中四、六级词410个左右，由熟词派生、合成生成的词有100个左右，常用的固定词组搭配达219个左右，课文A 十篇的总阅读量约12100词，基本达到大纲规定的阅读总量，训练学生达到具有较强的阅读和写作能力。
听力特色教学，学生上机自主学习，教师辅导。
教学对象：二年级非英语专业本科生教学方式：课堂讲授，课后练习教学时数：周学时4，总学时72 （每周精读3学时，听力1学时）教学的具体内容及学时分配：Unit 1 How I Got Smart (4学时)教学目标和要求：作者通过回忆少年时期的感情经历，揭示了美丽的爱情可以催人奋进，取得成功的道理。
本文是一篇叙事性的文章，作者在文章中特别注意对细节的把握，笔调轻缓，情节发展自然合理，对人物心理的刻画亦是入木三分，令人读起来真实可信，回味悠长。
培养学生细节描写写作能力。
教学重点和难点：重点单词：compulsory, relish, confidence, consequence, incentive, perceive, invest, henceforth, scheme, passion 重点词组：go steady with, in time, play into one’s hands, beyond one’s wildest dreams, hang on one’s words, out of focus, feed on,the apple of one’s eye, file into, pore over 难点句型：rather than, if only to do sth. , make + noun/pron. + done 教学方式：课堂讲授（2学时），讨论和习题（2学时）复习与思考题：1. Comprehension of the text2. Vocabulary3. Word building4. Vocabulary power games5. Structure6. Translation7. Cloze8. Reading analysis9. Structured Writing 《The Misconception among Our Teachers》Unit 2 The Titanic Puzzle （4学时）教学目标和要求：本文探究了男人和妇女在寻求平等权利的道路上所遇到的一些困难。
21世纪大学英语(3)读写教程教案
SyllabusForTwenty-first Century College EnglishBook IIIPrefaceTwenty-first Century College English is based on Teaching Program of College English (Revised Edition) , which is promulgated newly by the Ministry of Education.Reading and Writing Course consists of ten chapters. Each chapter is made up of three articles sharing the same topic. In each chapter, Text A is for intensive reading while Text B and Text C is for extensive reading.This course, which covers intensive and extensive reading, emphasizes the development of students’ reading ability, writing ability and the ability of translation.ContentsUnit 1Text A How I Got Smart (2)Text B Coming of Age (23)Text C Romance and Reality (30)Unit TwoText A The Titanic Puzzle (36)Text B Unjust Desserts (55)Text C Will You Go Out with Me? (62)Unit ThreeText A The Sense of Wonder (68)Text B The Innocent Eye (86)Text C If I Were 21 (94)Unit FourText A College Pressures (98)Text B College Lectures: Is Anybody Listening ? (116)Text C What Is College for? (124)Unit FiveText A The ABCs of the U.S.A.: America Seen withEuropean Eyes (130)Text B American Values and Assumptions (149)Text C A Foreign Anthropologist’s Observation ofAmericans (159)Unit SixText A Every 23 Minutes (164)Text B Needed: A License to Drink (181)Text C My Daughter Smokes (190)Unit SevenText A So What’s So Bad About Being So-So? (196)Text B Stripping Down to Bare Happiness (215)Text C Quality of Life Is Much More Than a Job (223)Unit EightText A The Highs of Low Technology (228)Text B Why I’m Not Going to Buy a Computer (245)Text C Obsolete Technology (252)Unit NineText A Space Politics (258)Text B Message to the Unknown (275)Text C Your Future in Space (283)Unit TenText A Plain Talk About Handling Stress (290)Text B Energy Walks (307)Text C Five Methods I Have Used to Banish Worry (316)Teaching ContentsUNIT ONETEXT A How I Got Smart1.Teaching Aims:1)To enable Ss to understand and master the writing skills usedin the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents :1)Brief introduction to the text.2)Word formation:(1)prince----princess(2)quick-----quicken(3)romance-----romantic3)Some useful expressions:Out of focusWhile the fish were bitingIntellectual gulf4)Grammar focus:Rather thanMake+ noun/pronoun + past participle5)Writing Skill: Introducing a concept in order to show that it’s wrongis a very common way to begin an essay.TEXT B Coming of Age1.Teaching Aims:1) To enable Ss to master the reading comprehension skill.2) To enable Ss to master the language points.2. Contents :1)Introduction to the reading comprehension skill:Appreciating Figurative Language2)Ss read through the article and do the exercises related.3)Some useful expressions:Sit behind the wheelBe towed off to the junkyardTalk about everything and nothingTEXT C Romance and Reality1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Ss read through the article and do the exercises related.2)Some useful expressions:RomanceThe mood is completeThe attraction need not be electric.UNIT TWOTEXT A The Titanic Puzzle1.Teaching Aims:1)To enable Ss to understand and master the writing skills usedin the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents:1)Brief introduction to the text.2)Word formation:Feminist----feminineCharm---charmingUse----usage3)Some useful expressions:The Titanic PuzzleAs last timeBe entitled to4)Grammar focus:The word given used as a preposition5)Writing Skill: presenting a possible explanation for theattitude the author is discussing, and then showing whyhe disagrees with it.TEXT B Unjust Desserts1.Teaching Aims:1)To enable Ss to master the readingcomprehension skill.2) To enable Ss to master the language points.2.Contents :1)Introduction to the reading comprehension skill:Identifying the Writer’s Purpose2)Ss read through the article and do the exercisesrelated.3)Some useful expressions:Unjust dessertsOn a dateIn questionTEXT C Will You Go Out with Me?1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Ss read through the article and do the exercises related.2)Some useful expressions:I’ve learned otherwiseGet together with sb.SlideUNIT THREETEXT A The Sense of Wonder1.Teaching Aims:1)To enable Ss to understand and master the writing skillsused in the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents :1)Brief introduction to the text.2)Word formation(1)fortune---misfortune(2)sincere---sincerely(3)select---selection3)Some useful expressions:Influence with sb.Preside overPave the way for4)Grammar focus:The if …then…structure5) Writing Skill: the author places most of thepossi ble objections in “ even if” and“ wherever” clauses and argues against themor responds directly and immediately .TEXT B The Innocent Eye1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Introduction to the reading comprehension skill:Understanding Idiomatic Expressions2)Ss read through the article and do the exercises related.3)Some useful expressions:We begin to lose touchStrikingTEXT C If I Were 211.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:Disdain a jobWeighUNIT FOURTEXT A College Pressures1.Teaching Aims:1)To enable Ss to understand and master the writing skills usedin the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents:1)Brief introduction to the text.2)Word formation(1)pierce---piercing(2)grave---gravity(3)fear---fearful3)Some useful expressions:MasterThe end of the worldpotent4)Grammar focus:Independent elements5)Writing Skill: listing.TEXT B College Lectures: Is Anybody Listening?1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Introduction to the reading comprehension skill:Predicting an Author’s Ideas2)Ss read through the article and do the exercises related.3)Some useful expressions:Too seldom challengedoverdueTEXT C What’s College for?1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:Take it easyHear aboutA quality educationUNIT FIVETEXT A The ABCs of the U.S.A.1.Teaching Aims:1)To enable Ss to understand and master the writing skills used inthe text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents:1)Brief introduction to the text.2)Word formation(1) journal----journalist(2)confuse---confusing(3)amuse----amusing3)Some useful expressions:Stand forOn ground that/ofA car dealer4)Grammar focus:The only +to infinitive clause5)Writing Skill: listing.TEXT B American Values and Assumptions1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Introduction to the reading comprehension skill:Identifying the Writer’s Purpose (II)2)Ss read through the article and do the exercises related.3)Some useful expressions:Be distinctive inSo much so thatTEXT C A Foreign Anthropologist’s Observation of Americans1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:Each entry in the listTime walksUNIT SIXTEXT A Every 23 Minutes1.Teaching Aims:1)To enable Ss to understand and master the writing skills used inthe text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents :1)Brief introduction to the text.2)Word formation(1) pain---painful(2)defy---defiance(3)injure---injury3)Some useful expressions:The man honoredOut of controlComment on4)Grammar focus:The verb wish followed by a that-clause5)Writing Skill: different techniques to create an emotional response inreaders.TEXT B Needed: A License to Drink1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Introduction to the reading comprehension skill:Distinguishing Between Facts and Opinions2)Ss read through the article and do the exercises related.3)Some useful expressions:Blood relativesAuto fatalitiesTEXT C My Daughter Smokes1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:Click out answersReady-madeRare timesUNIT SEVENTEXT A So What’s So Bad About Being So- So?1.Teaching Aims:1)To enable Ss to understand and master the writing skills usedin the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents :1)Brief introduction to the text.2)Word formation:(1) limit---limited(2)grace---graceful(3)affection---affectionate3)Some useful expressions:A mark of classPull onTake up4)Grammar focus:The phrase it’s time and it’s high time5)Writing Skill: start from a specific example, moves to ageneral statement and then leads to a general thesis. TEXT B Stripping Down to Bare Happiness1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Introduction to the reading comprehension skill:Understanding Idiomatic Expressions2)Ss read through the article and do the exercises related.3)Some useful expressions:Bare happinessA two-career coupleTEXT C Quality of Life Is Much More than a Job1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:It is wasted on the youngBalance sheetConfinesUNIT EIGHTTEXT A The Highs of Low Technology1.Teaching Aims:1)To enable Ss to understand and master the writing skills usedin the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents :1)Brief introduction to the text.2)Word formation.(1)Lingual---bilingual(2)climate---microclimate3)Some useful expressions:Garage saleJunkI cherish its simplicity4)Grammar focus:The noun/pron. +of which structure5)Writing Skill: present a puzzle of your own, then usequestion/speculation/answer format to ponder it.TEXT B Why I’m Not going to Buy a Computer1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Introduction to the reading comprehension skill:Predicting an Author’s Ideas2)Ss read through the article and do the exercises related.3)Some useful expressions:Cottage industryEconomic justiceTEXT C Obsolete Technology1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:Negative storiesWrite inUNIT NINETEXT A Space Politics1.Teaching Aims:1)To enable Ss to understand and master the writing skills used inthe text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents :1)Brief introduction to the text.2)Word formation .(1)ordinary---extraordinary(2)solve---solvent(3)preside---president3)Some useful expressions:Be driven byPress aheadCoupled with4)Grammar focus:Attributive clause with sentential antecedent5)Writing Skill: how to use time markers.TEXT B Message To the Unknown1.Teaching Aims:1) To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Introduction to the reading comprehension skill:Scanning for Specific Information2)Ss read through the article and do the exercises related.3)Some useful expressions:Agree onThe aliensTEXT C Your Future in Space1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents:1)Ss read through the article and do the exercises related.2)Some useful expressions:Go even farther in spaceThe pioneer spiritUNIT TENTEXT A Plain Talk About Handling Stress1.Teaching Aims:1)To enable Ss to understand and master the writing skills usedin the text.2)To enable Ss to master the language points.3)To enable Ss to master the grammar focus.2.Contents:1)Brief introduction to the text.2)Word formation.(1)stress---stressful(2)irritate--irritable3)Some useful expressions:Plain talkA recognized expertGo through4)Grammar focus:Use of without to express a condition5)Writing Skill: a definition or a famous saying followed bya process supported by examples that clarify it. TEXT B Energy Walks1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Introduction to the reading comprehension skill:Understanding Idiomatic Expressions2)Ss read through the article and do the exercises related.3)Some useful expressions:Candy barShe’s aced the examTEXT C Five Methods I Have Used to Banish Worry1.Teaching Aims:1)To enable Ss to master the reading comprehension skill.2)To enable Ss to master the language points.2.Contents :1)Ss read through the article and do the exercises related.2)Some useful expressions:Sets of tennisHoles of golfTriumph over sth.Key SectionsUNIT ONE TEXT A; UNIT THREE TEXT A; UNIT FOUR TEXT AUNIT FIVE TEXT A; UNIT EIGHT TEXT A ; UNIT TEN TEXT AReferences1.Wang, Changxi. Simulated Class for Twenty-First Century CollegeEnglish III. Beijing: China Foreign Translation Press, 2002.2.Wan, Zhi. Handbook for Twenty-First Century College English III.Beijing: Jinghua Press, 2002.3. Ma, Degan. New College English Vocabulary Handbook. Beijing: NewChina Press, 2003.Time AllotmentNote: This course is a one-semester course. If there are totally 16 teaching weeks and 4 teaching hours per week, there will be 51 lecture hours (80%) and13 practice hours (20%).。
21世纪大学英语读写教案
课时：2课时教学目标：1. 掌握本单元的核心词汇和短语，如compulsory, confidence, consequence, henceforth, incentive, invest, passion, perceive, relish, scheme等。
2. 理解并分析文章的主旨和大意，提高阅读理解能力。
3. 学习并运用正确的语法知识，提高写作水平。
4. 培养学生的跨文化交际能力，提高英语综合运用能力。
教学重点：1. 核心词汇和短语的理解与运用。
2. 阅读理解能力的提高。
3. 语法知识的运用。
教学难点：1. 阅读理解中复杂句子的分析。
2. 语法知识在写作中的运用。
教学准备：1. 教材：《21世纪大学英语读写教程》第三册2. PPT课件3. 阅读理解练习4. 写作练习教学过程：第一课时一、导入1. 教师简要介绍本单元主题，激发学生的学习兴趣。
2. 学生自由发言，分享自己对音乐和艺术的看法。
二、词汇教学1. 教师讲解本单元核心词汇和短语，并举例说明。
2. 学生跟读，巩固记忆。
三、阅读理解1. 教师引导学生阅读课文，了解文章大意。
2. 学生分小组讨论，分析文章中的复杂句子。
3. 教师总结讨论结果，讲解复杂句子的结构和用法。
四、写作指导1. 教师讲解写作技巧，如如何运用正确的语法知识。
2. 学生根据所学内容，进行写作练习。
第二课时一、复习导入1. 教师提问上节课所学内容，检查学生对核心词汇和短语的掌握情况。
2. 学生分享自己的写作心得。
二、阅读理解1. 学生分组阅读课文，总结文章主旨和大意。
2. 教师点评学生的阅读理解能力，并讲解文章中的重点内容。
三、写作指导1. 教师讲解写作技巧，如如何运用正确的语法知识。
2. 学生根据所学内容，进行写作练习。
四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生分享自己的学习心得。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如发言、提问、讨论等。
21世纪大学英语应用型视听说教程第三版第3册教学设计
21世纪大学英语应用型视听说教程第三版第3册教学设计IntroductionThe 21st Century College English Audio-Visual-Oral Teaching Courseis a three-volume set. Volume 3 focuses on practical language skillsthat are useful in real-life contexts. In this teaching design, we will explore how to teach Volume 3 effectively and engage students in active learning.Learning Objectives•To develop students’ listening, speaking, reading, and writing skills in English•To improve students’ ability to use English effectively in practical situations•To enhance students’ knowledge of English vocabulary and grammar•To engage students in active learning and build their confidence in using EnglishTeaching Strategies1. Flipped ClassroomThe flipped classroom is a teaching strategy that allows students to watch or read course content before class, then focus on applying and discussing the content during class. This strategy can be very effective for teaching Volume 3 of the 21st Century College English series.Before class, students will be assigned to watch or listen to a lesson from Volume 3, then complete a worksheet with a few comprehension questions. During class, students will work in prs or small groups to discuss the content they learned and share their answers to the comprehension questions. The teacher will facilitate the discussion and provide feedback.2. Role-playingRole-playing is an effective way to engage students in practical language skills. In Volume 3 of the 21st Century College English series, there are many dialogues and conversations that provide great opportunities for role-playing.In class, the teacher will assign different roles to students, and they will act out the dialogues and conversations from the book. This activity can help students understand how to use English in practical situations, and they can also practice pronunciation, stress, and intonation.3. Group ProjectsGroup projects are a great way to promote teamwork and engage students in active learning. In Volume 3 of the 21st Century College English series, there are many topics that can be used for group projects, such as giving a presentation, conducting an interview, or writing a report.In class, the teacher will assign groups and provide guidance on how to complete the project. Students will work together to research,prepare, and present their project. The teacher will provide feedbackand assess their work.4. Language GamesLanguage games are a fun and interactive way to improve students’ language skills. In Volume 3 of the 21st Century College English series, there are many games and activities that can be used in class, such as word puzzles, guessing games, and memory games.In class, the teacher will expln the rules of the game and provide some examples. Students will play the game in prs or small groups, andthe teacher will monitor their progress and provide feedback.AssessmentAssessment is an important part of any teaching design. In this design, we will use a variety of assessment methods to evaluate students’ language skills and progress.•Comprehension Questions: Students will answer a few comprehension questions after watching or listening to a lessonfrom Volume 3.•Class Participation: Students will receive points for participating in class discussions, presenting their groupprojects, and playing language games.•Assessments: Students will take a few quizzes and exams to evaluate their vocabulary, grammar, and language skills.ConclusionIn conclusion, teaching Volume 3 of the 21st Century College English series can be very effective if we use a variety of teaching strategies, such as flipped classroom, role-playing, group projects, and language games. By engaging students in active learning, we can help them improve their English language skills and build their confidence.。
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Unit1How I Got SmartI. Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words, phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing passages beginning with misconceptions and followed by presenting theories,arguments and opinions.2) Appreciating figurative language in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus (the use of rather than, the make+noun/pronoun+past participle structure)6 .Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/Activity1) Introduction:Do you remember your first love? All those exciting and wonderful new emotions---the way your heart raced when that special person was near--- those anxious, awkward moments when you didn’t know what to say or do? And then (for most of us) that sad moment when for one reason or another it all came to an end…Ernest Hemingway once said, “Every love story ends as tragedy”---but that authors of the texts in this unit have a different point of view. Text A focuses on the un expected side effects of the author’s first venture into romance.2) Questions for discussion:------Do you remember the first time you fell in love? Did you let the person know how you felt?Did you learn anything from the experience, or was it just a silly incident?------what do you think of college love? Is it an incentive or an obstruction?2. Text OrganizationThe text can be divided into three parts:Part I (para1-2) There is a misconception about the teacher—teachers are prodigies.Part II (para3-33) My love story in my sophomore year.Part III (para34) The after events of the story.3. Skill Learning in Writing and Reading1) Writing Skill: Developing passages beginning with misconceptions and then followed bypresenting theories, arguments and opinions.Example:A common misconception among university teachers is that certain students were born with a talent for interrupting lessons with strange questions. Who else but a born troublemaker, with none of the normal schoolgirl’s tendency to sit through each class in shy silence, wouldgrow up to be an active student?I’ve tried to convince my teachers that the image they have of me as a noisy, undisciplined kid is out of focus. In reality, I was so quiet as a child that some people wondered if I could speak at all.But then one day, during a fourth-grade history lesson, something happened that changed my classroom behavior forever. I had been gazing quietly into space as usual, when I noticed some fine lines in the ceiling just o ver the teacher’s head.2) Reading Skill: Appreciating figurative language in reading materials.In unit 6, Book 2, we worked with figures of speech: language that uses images or mental pictures to appeal to readers’ imaginations, and to allow wri ters to create complex associations that go beyond the power of literal language. Effective readers know how to recognize and interpret figures of speech in order to understand the author’s meaning more deeply and think about ideas in new ways.4. Language Points:1) A common misconception among youngsters attending school is that their teachers were childprodigies.(para1)Prodigy: n. a person who has unusual and very noticeable abattoirs, usually at an early age 奇才，天才Examples:an extraordinary prodigy 奇迹，奇欢，奇物a unique prodigy 罕见的奇才a child / infant prodigy 神童2) Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway? (para1)tendency : n. part of a person's character that makes him like (to do) sth.Examples:His tendency to exaggerate is well known.anyway :ad. (often used in conversation without adding much meaning to what is being said) in any case, anyhowExamples:What was he doing with so much of the company's money in his personal account anyway?3) …that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus.( Para2)devotee:n. a person who strongly devoted to sth or sb 热爱……的人，献身于……的人Examples:a devotee of Bach 巴赫乐曲的爱好者a devotee of football 足球爱好者[派生] devote : v. be devoted to sth / doing sth; devote oneself / sth(time,money) to sth / doing devoted 献身的，专心于……的；devotion献身，忠诚，挚爱；devotional专心的，忠诚的out of focus : not clearly seen; not sharply definedExamples:The children's faces were badly out of focus in the photograph.His personality is still a bit out of focus.4) I hated compulsory education with a passion. (para2)Paraphrase -----I strongly objected to required education.compulsory : a. required by law or a rule义务的，强制的，必修的，规定的Examples:English composition is a compulsory course in American colleges.compulsory military service 义务兵役compulsory subject 必修科目compulsory legislation 强制性立法[反义]optional adj 可选择的，非强制的；optional courses选修课5)Cupid aimed his arrow and struck me right in the heart.(para3)Paraphrase ----- I fell in love.6).. ...if only to gaze at the lovely face in English II. (para3)Paraphrase -----even if the only purpose was to get a long look at the lovely face of the girl in the class of English II.if only : (used to introduce what one thinks a fairly good reason for doing something, although one realizes it may not be a very good reason) even if the only reason is... 哪怕只是为了.... .. Examples:I think you should get a job if only to stop yourself getting so bored at home.C.f if only and only if7) Debbie was far beyond my wildest dreams. (para4)beyond a person's wildest dreams: better than he could have imagined or hoped for. Example:The library was enlarged and enriched beyond our wildest dreams.8) It was a smile that signaled hope and made me temporarily forget the intellectual gulf thatseparated us.(para5)intellectual gulf : difference in mental abilitygulf -- n. area of division or difference, esp. between opinionsExamples:There is a widening gulf between the middle classes and the poorest sections of society.It is hoped that the peace plan will bridge the gulf between the government and the rebels.9) …s o that I could get all the facts in before we reached the cash register.(para12)get sth. in: manage to find time for doing or saying sth.Example:John talks so much that it's impossible to get a word in.10) “Why not?” said Debbie, playing right into my hands.(para17)play (right) into sb.'s hands: do sth. which gives sb. an advantage; help sb. who is one's opponent against oneselfExample:Mary and Bobby both wanted the last piece of cake, but Bobby played into Mare's hands by trying to grab it. (Father gave the cake to Mary because Bobby tried to grab it.)11)…so I had to step it up to get the natives in.(para20)step up: increase in size, amount or speedExample:The pace of the reforms is being stepped up.12) Debbie seemed to relish our little conversations and hung on my every word. (para26)hang on : listen very attentively toExample:Ann hangs on every word of her history teacher and takes very careful notes.13) I sneaked a look at Debbie and gave her a big wink. (para30)sneak a look at : look secretly atsneak : vt. take secretly (often without permission)Example:sneak a look through the keyhole14) What I failed to perceive was that…(para31)perceive : vt. notice; be conscious ofIf you perceive something, you see, notice or become aware of it, esp. when it is not obvious to other people.Examples:perceive sth by the ear /eye 耳闻/ 目睹某事perceive to car coming to ward 看到一辆车朝……驶来He was able to perceive the danger of their situation.C f perceive, conceive and deceive15) Although the original incentive was gone….(para34)incentive: n.. that which in cites, rouses or encourages a person 刺激，动机，鼓励Examples:ecnomic incentive 经济刺激offer an incentive 给予鼓励many incentives to work hard 努力工作的动力give sb. incentive to sth / to do sth / to doing sth 激发某人做某事[同义] motive n. 动机，主旨，目的stimulus n. 刺激，刺激物16) Drink deep, or taste not the Persian spring. (para34)Paraphrase --- -Learning intensively, or give up learning at all.Pierian : a. belonging to Pieria, a region of ancient Macedonia, the reputed home of the Muses, hence allusively in reference to poetry and learning.5. Grammar Focus1) The use of “rather than”r ather than用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。