新视野大学英语第三版第二册第三课教案
精品课件-新视野大学英语视听说教程2第三版BOOK2 UNIT3
have a try and give your reasons.
☐ 1 snow skiing
☐ 10 aerobics
Байду номын сангаас
☐ 2 street dancing
☐ 11 water skiing
☐ 3 video games
☐ 12 stamp collecting
☐ 4 camping
☐ 13 canoeing (划独木舟)
Opening up
1 Look at the pictures and read the activities. Then match the activities 1-6 to the pictures A-F
4 go-karting A
5 aerobics B
6 water skiing F
I went to New Zealand several years ago. There I could see canoes here and there. And I often saw people canoeing, the green water, colorful canoes, dark mountains, blue sky, and white clouds, all together forming an unforgettable picture in my mind.
☐ 5 bungee jumping ☐ 14 barbecue / BBQ (烧烤)
☐ 6 rock climbing (攀岩) ☐ 15 yoga (瑜伽)
☐ 7 horse riding
☐ 16 jogging
☐ 8 flower arranging ☐ 9 go-karting
(完整word版)新视野大学英语(第三版)读写教程第二册完整教案.doc
新视野大学英语( 第三版 ) 读写教程第二册完整教案新视野大学英语读写教程BOOK 2 教案教学对象 Teaching Subjects 周次课型第 2-4 周20XX 级大学英语本科教学内容 Lesson Content 授课时间Unit 1 An Impressive English Lesson 2 月 29 日 - 3 月18 日□理论课√ 理论、实践课□ 实践课课时分配 6 教学环境 Teaching Environment 多媒体教室教学目标Teaching Aims After studying this unit, the studentsare expected to be able to: 1. understand the main idea and structure of Section Aand Section B； 2. master the key language points and grammatical structures in thetexts 3. talk about language teaching and learning and express their opinions about current way of teachingin an English class; 4. read with the skill ― finding key ideas in sentences‖ ; 5. write a xxposition withthreemain parts: introduction, body and conclusion. 1. Vocabulary tediousabsorbedallergiccapturecondenseexceeddisting uishdistinctivexxplimentaryxxplementaryproclaimevidentlyadequatexxpetentadjustbeneficial 2. Skills ●Learn to read with the skill ― finding key ideas in sentences ‖and write a xxposition with threemain parts: introduction, body and conclusion. ● To talk about language teaching and learning ● write a xxposition with threemain parts: introduction, bodyand conclusion. ● To apply the phrases and patterns 重点 Key Issues 难点 PotentialProblems and Difficulties教学方法Methodology A xxbination of traditional teaching methods with the xxmunicative approach willbe adopted. Special attention should be paid to classroom interaction like questioning and answers.Small group works are always needed while discussingthe questions and the difficult translation encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教具 Teaching Aids 教学分组Teaching Groups Group work and pair work 课堂学习任务与活动的组织 Conduct of Tasks and Activities Students-centered Task-based teaching and learning教学过程设计Teaching Procedures 步骤 1Step 1 导入Lead-in warming-up questions discussion. 1. What arethe key factors that help people learn English as aforeign language 2. Do you have any problem in Englishlearning you think grammar is important in Englishlearning II. Listening and discussing. 1. Listeningpractice. 2. In your opinion, what is the most effectiveway to learn English III. Listening to a talk and answer questions on page 2 步 2Step 2 文学 Section A An Impressive English Lesson I. New words 1. tedious: a.boring and continuing for too long冗乏味的Tellingthe story has bexxe tedious, as I have done it so manytimes. 述个故事已得乏味，因我已了么多次了。
新视野大学英语第三版 book2unit3A教案
Unit 3 section A Journey through the odyssey years奥德赛岁月之旅1 Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. We think of infancy before childhood and middle age before old age, with each unique phase bringing its own peculiar set of challenges. These challenges can be overcome by acquainting ourselves with them, such as the child's need to learn, the adult's need to find the right career and build a family, and the senior's need for support and good health care.1 我们大多数人都知道，根据不同的年龄和生活阶段，人生可与此平行划分为童年、青春期、成年和老年这四个阶段。
我们把这些阶段想象为婴儿在童年之前，中年在老年之前，每个阶段都会面临一系列特有的挑战，如孩子对学习的需要，成人对找到合适的职业生涯和建立一个家庭的需要，以及年长者对得到帮助和良好医疗保健的需要。
通过对它们的充分了解，我们就可以战胜这些挑战。
1 Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. (Para. 1) Meaning: Most of us know about the different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age.2 We think of infancy before childhood and middle age before old age, with each unique phase bringing its own peculiar set of challenges. (Para. 1)Meaning: We sequence the life stages of infancy, childhood, middle age and old age according to their natural order, with each particular life stage facing its own featured challenges.Sentence structure note:“with＋名词/代词＋现在分词”作独立主格结构“with＋名词/代词＋现在分词”构成独立主格结构，主要用作状语，可以表示伴随、方式、原因、时间等。
新视野大学英语(第三版)读写教程第二册完整教案
新视野大学英语(第三版)读写教程第二册完整教案新视野大学英语读写教程BOOK 2 教案教学对象 Teaching Subjects 周次课型第2-4周20XX级大学英语本科教学内容 Lesson Content 授课时间Unit 1 An Impressive English Lesson 2月29日 - 3月18日□理论课√理论、实践课□实践课课时分配 6 教学环境 Teaching Environment 多媒体教室教学目标Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section Aand Section B； 2. master the key language points and grammatical structures in the texts 3. talk about language teaching and learning and express their opinions about current way of teaching in an English class; 4. read with the skill ―finding key ideas in sentences‖; 5. write a xxposition with threemain parts: introduction, body and conclusion. 1. Vocabulary tediousabsorbedallergiccapturecondenseexceeddisting uishdistinctivexxplimentaryxxplementaryproclaimevidentlyadequatexxpetentadjustbeneficial 2. Skills ●Learn to read with the skill ―finding key ideas in sentences‖and write a xxposition with threemain parts: introduction, body and conclusion. ●To talk about language teaching and learning ●write a xxposition with threemain parts: introduction, body and conclusion. ●To apply the phrases and patterns 重点 Key Issues 难点 PotentialProblems and Difficulties 教学方法Methodology A xxbination of traditional teaching methods with the xxmunicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation encouragement is needed and more guidance will be givenin their extracurricular study. Visual aids, projector, stereo and microphone 教具 Teaching Aids 教学分组Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1Step 1 导入Lead-in warming-up questions discussion. 1. What arethe key factors that help people learn English as a foreign language 2. Do you have any problem in English learning you think grammar is important in English learning II. Listening and discussing. 1. Listening practice. 2. In your opinion, what is the most effective way to learn English III. Listening to a talk and answer questions on page 2 步骤 2Step 2课文学习Section A An Impressive English Lesson I. New words 1. tedious: a. boring and continuing for too long 冗长乏味的 Telling the story has bexxe tedious, as I have done it so many times. 讲述这个故事已变得单调乏味，因为我已经讲了这么多次了。
(完整版)新视野大学英语第三版第二册Unit3教案
B2 U3 A journey through the odyssey years教学重点：1.To have knowledge of Odyssey, Odysseus and the odyssey years2.To understand and use the words, phrases, structures, rhetoric in thetext3.To be acquainted with the writing skills of a comparison/contrastessay教学难点：1.Apply the phrases and patterns2.Writing paragraphs with the structure of a comparison / contrastessay.教学过程：Part I Warm-upI. Knowledge of The Odyssey, Odysseus, and the odyssey years1.Assignment CheckStudents are going to share their assignments. Read our their reflection.The assignment has to be given when students and the teacher last meet. Their last assignment is to:Watch the movie The Odyssey and write a reflection. Thee reflection should includes:• a short summary of the movie•students’ feelings and ideas after watching the movie.2.Brainstorming:Question: What does the odyssey years may mean?Answers for reference: Now the Odyssey has become a special term for an epic journey or great struggle as Odysseus, the main character in the epic poem, encountered repeated troubles and challenges when he left home and loved ones.II. Comparison of you and your parents1.Questions:1)What is your understanding of “generation gap”?2)Do you think there is a generation gap between you and yourparents? Why do you think so?2.Group work:1)Think of the differences between you and your parents.2)Make a summary of your discussion by filling in the followingchart.3)Share answers/3.Critical thinkingDiscuss the following problems in groups.1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?*These are open-ended questions. Allow students to freely express themselves and tell them to listen to the authors’answers to these questions. And the class will re-discuss these three questions when we have finished our reading.Part II Pre-readingI.Quiz1.Take the quiz by checking (√) whether the statements on Page 60 aretrue to you. And then you can judge which generation you belong to according to the grading criteria.2.Question: Do you think the quiz kind of define some characteristics ofyou and your generation?II.Main structureRead the whole passage and divide the text into several parts. Fill in the blanks to present the main structure of the text.*Pay attention to how the author makes a comparison between two different generations.Part III While-readingI.Introduction Part1.The structure analysis1) Ask students to discuss in pair or in groupThe introduction part is composed of two sections.•Paragraph 1 describes that each age phase brings its own peculiar set of challenges.•Paragraph 2 functions as a transition.2) The teacher presents the writing skillTransition creates a link or connection between the previous paragraph and the following one. In English, transition can be realized by using transitional words, sentences or paragraphs.2.Questions for understanding1)How do people divide our life stages (Para. 1)?2)Why does the author say that each unique life phase brings itsown peculiar set of challenges (Para. 2)?3.Words, phrases and sentencesGive an intensive analysis of the new words (e.g. their origins, literal meanings & implied meanings), phrases and sentences.* The teacher should help students to understand and think, instead of giving them the answers directly. Allow more time for students’ thinking and reflection.II.Body part: the odyssey years: a newly added phase of life1.Structure analysis2.Questions for understanding1)According to the author, what does “a norm”refer to (Para. 3)?2)What are the so-called “odyssey years”(Para. 4)?3)Why does the author think that odyssey years are “anunavoidable stage in reaching adulthood (Para. 4)?3.Words, phrases and sentencesIII.Body part: characteristics of the odyssey years1.Structure analysis2.Questions for understanding1)Why young people feel pressure (P6)?2)According to the author, where does the young people’s“confusion” come from (P6)?3)Why parents feel anxious and upset (P7)?4)What are pressures for women and men respectively (P8, 9)?3.Words, phrases and sentencesIV.Conclusion part1.Questions for understandingWhat is the author’s advice proposed? What should not the graduates do and what should they do?2.Words, phrases and sentencesPart IV After-readingI.Summary1.Re-discuss the critical thinking questions:1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?2.Recall the main structureII.Writing skills1.Recall the main ideas of the text and how the author structures hiswriting.2.Introduce two major structures of comparison or contrast:•Point-to-point•Subject-to-subject3.A good exampleSuppose now we are going to write an article to compare/contrast two places: my hometown and my college town, that is, Gridlock and Subnormal. How can we organize our ideas by using the following structures?•Point-to-point(See in Appendix I)•Subject-to-subject(See in Appendix II)Part V AssignmentI.Structured writing: You and your parents1.Recall what you have discussed in the classroom on the differencesbetween you and your parents and reorganize these ideas into anarticle based on the comparison/contrast structure.2.You can either use the point-to-point structure or thesubject-to-subject structure.II.Watching a video clip:1. Watch the video clip and make a summary of each interviewee’s story,e.g. what they are doing now or what are their problems.2. Think of the title: Chinese young people: a dependent generation. Do you agree with it or not? Why or why not?III.PreviewHave a preview of Text B Finding my way back home.。
新视野大学英语Book II-Unit 3- senction B(第三版)课件
Presentation of the skill
Understanding figurative language
The second one is personification because the sentence compares non-human things (nations) to humans (only living things can witness).
Lead-in
Watch a video clip and answer the following questions
2. What did the man ask his love to do in the letter and what happens in the end?
Tips
The man asked his love to tie a yellow ribbon around the old oak tree to show that she still wants him. To his great surprise, his love ties a hundred yellow ribbons around the old oak tree to welcome him home, which is responded with cheer of all the passengers.
Tips
Video Watching
Lead-in
Watch a video clip and answer the following questions
Back
Lead-in
Watch a video clip and answer the following questions
新视野第二册电子教案Unit 3
Unit 3 Section AMarriage Across the NationsI. Background Information1. Mixed marriage:It is well known that mixed marriage is that spouse are come from different races or religions. This wedding can be seen very dangerous and risk for the centuries ago, because it can be considered evil or immoral. In west countries, people would be buried by church if they dared to defy the law!But now, with the modern society becomes more and more open and advanced, it is easy to acceptable for most people about mixed marriage. Marriage is just marriage, it is nothing to do with races, religions and countries, every person can marriage as long as they love each other.Compared with traditional marriage, mixed marriage has two advantage. One is that it can promote the harmonious relationship between two different races or religions, weaken and reduce the possibility of the conflict. The other one is that it will improve human races gene, I believe mixed marriage can make races stronger, more beautiful and more smart generation by generation.So, let's face the mixed marriage correctly with the comprehensive heart, it is nothing but just only marriage.2. Racist:The terms racism and racist is sometimes used by those who feel it is a different concept where negativity or hatred is not prescribed. People who call themselves "racists" tend to be separatists (or white nationalists) and sometimes see a difference between themselves and white supremacists. Many people who study racism, such as Betty A. Dobratz and Stephanie Shanks-Meile, contend that terms such as white separatism and white nationalism are euphemisms that have been adopted by neo-Nazi and racist groups in order to make their views seem less extreme. White separatists reject such claims. For instance, Kevin Alfred Strom has defined white separatism this way: :"A separatist may believe that his race is superior to other races in some or all characteristics, but this is not his essential belief. The separatist is defined by his wish for freedom and independence for his people. He wishes them to have their own society, to be led by their own kind, to have a government which looks out for their interests alone. The separatist does not wish to live in a multiracial society at all, so he naturally has no desire to rule over other races—since such rule necessitates the multiracial society the separatist wants to avoid at all costs.II. Text AnalysisMain idea of the text:The text is mainly about the mixed marriage between Gail and Mark, a nd Gail’s parents’ reaction toward their wedding plans.Devices for developing it:1. Narration in the first personThe text is a typical example of narration given in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage and givesa vivid description of the attitudes of his girlfriend’s parents toward a mixedmarriage. This can be seen especially in the first part of the text.2. Argumentation:The argumentation goes hand in hand with narration. This can be seen clearly in the second part, especially in mother’s opinions.3. Dialogues:Mother’s and father’s reactions toward Gail’ marriage are presented in Dialogues in last two parts of the text.Structure of the whole text:The text falls into three parts: the mixed marriage of Gail and Mark, the reaction of Gail’s mother toward their wedding plans, and the response of Gail’s father toward their wedding plan.Part I (Paras. 1-4)Main idea:The mixed marriage of Gail and Mark. (Two years of living together, plus racial and cultural differences, enhanced the relationship between Gail and Mark so much that they decided to marry even though they did not know what the future would hold for them as a mixed couple.)Devices for developing it:1. Narration (叙事法)Through narration in the first person, the author tells the reader: To avoid the mistake made by many unhappy mixed marriages, we lived together for two years, which enhanced our love for each other so much that we decided to get married. 2. In the first person.(第一人称)Through his narrative, the writer, a black man, tells the reader his mixed marriage.For example:Para. 1: Gail and I imagined a quiet wedding. During our two years together we had experienced the usual ups and downs of a couple learning to know, understand, and respect each other. …Para. 2: Our racial and cultural differences enhanced our relationship and taught us a great deal about tolerance, compromise, and being open with each other. Gail sometimes … and I was…Part II (Paras. 5-9)Main idea: The reaction of Gail’s mother to the mixed marriage. ( She reaffirmed that Mark’s color was not the problem. Her biggest worry was that Gail might be marrying Mark for the same wrong reasons as she had).Devices for developing it:1. ArgumentationOne of the common ways to present arguments is first to reject some ideas and then present some other ideas. Gail’s mother used this method to ask her daughter to make sure that Mark was her right lifelong partner.1) Present original idea : To start with (Para. 7)2) Reject the idea: But …(Para. 7)3) Present others’ opinion : Yes, my friends talk. .. (Para. 7)4) Reject the opinion:But they live in a different world. So, color is not the problem. (Para. 7)5) Present some other idea: My biggest worry is …(Para. 7)2. ExamplesThe mother presents her opinion and gives an example to support it. For example,1)Present some other idea (Para. 7)2）Give example of her own broken marriage (para 7)3. DialoguesThe writer narrated Gail’s mother response to their marriage through the dialogues between Gail and her mother in paragraph 5 to 9Part III (Paras. 10-21)Main idea :The response of Gail’s father to the marriage. He quoted statistics and gave examples to persuade his daughter to change her mind. but Gail thought they would rather marry now and worry later.Devices for developing it: Dialogues.III. Language PointsA. New words and expressions1. ups and downs2. to confront the weaknesses and strengths3. to enhance the relationship4. to be open with sb.5. to have no illusion about6. to hold sth. for sb.7. mutual8. to overook 9. to take the time to do sth. 10. in the expectation that 11. to go through12, to have a negative effect on 13. be supportive of 14. to harbor reservations about15. to see sb. at his worst 16. to feel sth. deeply about sb. 17. to suspect18. to approach sth. with a(n) ... attitude 19. to resolve all the doubt20. to be never too…to...Explanations and examples:1. ups and downs (L. 2) 盛衰；浮沉Full of ups and downs as life is, my consistent reaction to it is to delete yesterday’s trouble, input today’s confidence, and set tomorrow’s goal.He has seen the ups and downs in the history of the relation between the two countries.2. to confront the weaknesses and strengths (L. 3) 面对弱点和长处活学活用It’s important to for us to confront our own weaknesses and strengths bravely.3. to enhance our relationship (L. 5) 增强了我们的关系Far from preventing their everyday contacts, the cultural differences enhanced their feeling of love for each other.4. to be open with each other (L. 6) 开诚布公Faced with the differences of opinions, we should be open with each other rather than feel doubtful about one another.5. to have no illusions about (L. 9) 对······不抱幻想Confronted with strong resistance from all sides, she still harbored sweet illusions about this marriage, which confirms the saying “Love makes one too blind to be wise”.6. to hold … for sb. (L. 9) 对于某人意味着······Everyone expects a bright future, but what the future life will hold for him depends much on what he does today.7. mutual: a. ( of feeling or an action) felt or done by each to the other/ shared bytwo or more people.相互的/ 共同的(para3 )Their working together was based on mutual respect, trust and understanding.Lynn and Phil met through a mutual friend.8．Overlook: vt. fail to notice or realize how important sth is, miss/ pretend not to notice; forgive / have or give a view of a place from above.(para 4)You have overlooked several of the mistakes in this work.We’ll overlook your bad behavior this time, but don’t do it again,Her bedroom has large windows overlooking a lake.9. to take the time to do sth. (L. 13) 花时间去做······To our great delight, an increasing number of parents are ready to take more time to improve their children’s mental health.10. in the expectation that … (L. 14) 指望······Many students graduate from college in the expectation that they can soon land jobs after their own hearts; but in most cases things go contrary to their wishes. 11. to go through (L. 17) ( experience ) 经历，经受In the long process of human history, the Chinese people have not only gone through setbacks and sufferings, but also created civilization and glory.12. to have an effect on (L. 18) ( to have an influence on) 对······有影响A growing body of evidence shows that what parents say and do has a subtleeffect on their children.13. to be supportive of (L. 22) ( to support) 支持，赞成People from all walks of life are very supportive of the government’s decisions aimed at combining economic development with environmental protection. 14. to harbor reservations about … (L. 28) 对······持保留意见According to the usual practice of voting, the minority is subject to the majority but entitled to harbor reservations about a certain bill.15. to see sb. at his worst (L. 39) 看到某人最糟糕的一面In social contact, everyone desires others to see him at his best rather than at his worst. But the point is in how to refine and control himself.16. to feel sth. deeply about sb. (L. 40) 在某人身上深深感受到······When you find what you feel deeply about your lover is just what you have been longing for, it is the ripe time to propose to her / him.17. to approach sth. with a(n) … at titude. (L. 43) ( to begin to consider or dealwith) 以······态度对待／处理某事We should approach criticism with such an honest attitude that we correct mistakes if we have made any and guard against them if we have not.18. suspect: vt. believe ( esp. sth. bad) to true or likelyDoubt: vt. believe that sth is probably not true or possibleI suspect they are very disappointed. 我猜想他们会很失望。
新视野大学英语第二册UNIT3
4. T explains some of the important words
fellow:adj.another (of two or more things or people like oneself)
同类的
Alf did this for over two years and hisfellowdustmen kept his secret.
2.Get some students to express their ideas to the whole class.
Section A Words Study
1.Ss read the new words together.
2. T finds out the wrong pronunciations and tries to correct them.
prep.and also和；加上
[例] I've cooked some meat, chicken and fish,plussome vegetables.我烧了些肉、鸡、鱼和蔬菜。
annual
adj.of or for one year一年（时间）的
[例] Companies publishannualreports to inform the public of their activities.公司发表年度报告让公众了解它们的活动。
[例] More and more kidslacksimple math skills due to the overuse of calculators.由于过多使用计算器，越来越多的孩子缺乏简单的数学技能。
新视野大学英语视听说教程2第三版BOOK3 UNIT3
next-door neighbors nowadays. We may nod at each
other or say hi when meeting in the building but never
have a long conversation. I even don’t know what they
Wrapping up
Fun time
精选2021版课件
2
Learning objectives
1
talk about neighbors and communities
2
distinguish fact from opinion in listening
3 learn how to tell a story
• things you like a food market; a bookstore; close to the metro; a good hospital / medical care center
• things that are nice but not essential a good local supermarket; a sports center; a theater / cinema; a bar
精选2021版课件
14
Listening to the world
Sharing Listening Viewing
精选2021版课件
15
Listening to the world
Listening
BEFORE you listen
1 Look at the picture and answer the questions.
大学英语第二册unit3教案
课程名称：大学英语第二册教材版本：新视野大学英语第二册（第三版）教学单元： Unit 3课时分配： 2课时教学目标：1. 知识目标：- 理解并掌握本单元的关键词汇和短语。
- 掌握本单元的语法点，如现在进行时和过去进行时。
- 了解本单元的文化背景知识。
2. 能力目标：- 能够运用所学词汇和语法进行听、说、读、写等活动。
- 能够进行简单的日常对话和描述。
3. 情感目标：- 培养学生对英语学习的兴趣和自信心。
- 增强学生的跨文化交际能力。
教学重点：1. 词汇：travel, journey, adventure, explore, discover, exciting, fascinating, exciting, fascinating。
2. 语法：现在进行时和过去进行时。
教学难点：1. 现在进行时和过去进行时的区别。
2. 如何运用所学词汇和语法进行听、说、读、写等活动。
教学过程：第一课时1. 导入：- 利用图片或视频展示与旅行相关的场景，激发学生的学习兴趣。
- 提问：你们喜欢旅行吗？为什么？2. 词汇教学：- 展示本单元的词汇列表，引导学生朗读并拼写。
- 通过例句和游戏等活动帮助学生记忆词汇。
3. 语法教学：- 介绍现在进行时和过去进行时的构成和用法。
- 通过例句和练习帮助学生理解和运用语法。
4. 阅读理解：- 学生阅读课文，完成阅读理解练习。
- 教师引导学生分析课文结构和内容。
5. 课堂活动：- 学生分组讨论：你最喜欢的旅行经历是什么？- 学生进行角色扮演，模拟旅行场景。
第二课时1. 复习：- 复习上节课的词汇和语法。
- 学生朗读课文，教师纠正发音。
2. 听力训练：- 学生听录音，完成听力练习。
- 教师讲解听力技巧。
3. 口语表达：- 学生分组进行口语练习，描述自己的旅行经历。
- 教师点评并给予指导。
4. 写作训练：- 学生根据本单元的主题，写一篇短文。
- 教师批改作文，并给予反馈。
5. 总结：- 教师对本节课的学习内容进行总结。
新视野大学英语第三版第二册课文语法讲解_Unit3教学提纲
新视野三版读写B2 U3 Text AJourney through the odyssey years1 Most of us know about the phases of life which we label to parallel differentage groups and life stages: childhood, adolescence, adulthood, and oldage. We think of infancy before childhood and middle age before old age, witheach unique phase bringing its own peculiar set of challenges. Thesechallenges can be overcome by acquainting ourselves with them, such as thechild's need to learn, the adult's need to find the right career and build a family,and the senior's need for support and good health care.2 Interestingly, ideas about the stages of life are changing.3 In previous times, people didn't have a solid idea of childhood as beingseparate from adulthood. A hundred years ago, no one thought ofadolescence. Until recently it was understood as a norm that their induction toadulthood was completed as soon as they graduated from college. They wouldnow find a sensible job which would lead to a career. Then during this careerthey would start a family, ideal y before they turned 30.4 Today we have an equivalent need to recognize a new phase of life thatcomes after high school graduation, continues through college, and then leadsto starting a family and having a career, the so-cal ed odyssey years. Recenttrends show radical changes as young people are fol owing adifferent agenda. They take breaks from school, live with friends and oftenreturn to living with their parents. Similarly, they fall in and out of love, quit onejob and try another or even shift to a new career. So, we need to recognize thisnew stage, the odyssey years, which many now consider to be an unavoidablestage in reaching adulthood.5 People who were born prior to the 60s or 70s in the last century tendedto frame their concept of adulthood based upon achieving certainaccomplishments: moving away from home, becoming financial y independent,finding the right spouse and starting a family. But that emphasis on stability didnot remain static. Today, young people are unlikely to do the same. During theodyssey years, a high proportion of young people are delaying marriage, childbearing, and even employment.6 The odyssey years can saddle young people with enormous pressure tomove forward quickly. As the sole heir and focus of their parents' expectations,hopes and dreams, some react with rebellious and prideful attitudes and精品文档behavior toward their parents. They often resent the pressure they're feelingand keep a distance from their parents or even run away from home. Theirconfusion comes from the difficulties to make parents understand them andthe fluid journey of discovery they need in this phase of their lives. To get awayfrom this confusion and upset, many young people resort to computer games,iPods, iPhones, or iPads, to help distract them from their pain and stress.7 Likewise, their parents are feeling more anxious. They maymake allowances for a transition phase from student life to adult life, but theyget upset when they see the transition of their grown children's lives movingaway from their expectations and stretching five years to seven years, andbeyond. The parents don't even detect a clear sense of direction in theirchildren's lives. They look at them and see the things that are being delayed.8 It's hard to predict what's next. New guidelines haven't been established yet,and everything seems to give way to a less permanent version ofitself. There's been a shift in the status and balance of power between thegenders, too. More women are getting degrees than men. Male wages haveremained stable over the past decades, while female wages have boomed.9 Apart from anything else, this has had an implicit effect oncourtship. Educated women can get many of the things they want, such assecurity, accomplishment, and identity without marriage. However, bothgenders are having a harder time finding suitable mates to build their liveswith. Considering all of this, it's beneficial to know that even though graduatesare delaying many things after college, surveys show they still hold highlytraditional aspirations. For example, this contemporary generation ratesparenthood even more highly than previous generations did!10 This new phase will likely grow more pronounced in the comingyears. Nations around the world have witnessed similar trends toward delayingmarriage and spending more years than ever shifting between highereducation and settling down with a career and family.11 Nevertheless, graduates shouldn't be deceived into thinking they can backoff simply because things have become more difficult. A large number ofpeople chasing relatively fewer opportunities can create strong competitivepressure. So, from the outset, keep your resume professional and up-to-date.12 To reinforce this essential message, success moving through the odysseyyears will come to those who don't expect to achieve their goals right away butknow that they must have the strength, capacity and confidence to endure overthe long term. If you're a little late with your goals, don't feel like a failure! Stay 精品文档strong, be positive, and keep focused! Someday you will look back and wonderat the vast changes as you passed through the odyssey years.Language Points:1 Most of us know about the phases of life which we label to parallel differentage groups and life stages: childhood, adolescence, adulthood, and old age.(Para. 1)Meaning:Most of us know about the different life stages that we describeaccording to different age groups: childhood, adolescence, adulthood, and old age.2 We think of infancy before childhood and middle age before old age, witheach unique phase bringing its own peculiar set of challenges. (Para. 1)Meaning: We sequence the life stages of infancy, childhood, middle age and oldage according to their natural order, with each particular life stage facing its ownfeatured challenges.Sentence structure note:“with＋名词/代词＋现在分词”作独立主格结构“with＋名词/代词＋现在分词”构成独立主格结构，主要用作状语，可以表示伴随、方式、原因、时间等。
新视野大学英语第三版第二册第三课教案
新视野大学英语第三版第二册第三课教案B2 U3 A journey through the odyssey years教学重点：1.To have knowledge of Odyssey, Odysseus and the odyssey years2.To understand and use the words, phrases, structures, rhetoric in thetext3.To be acquainted with the writing skills of a comparison/contrastessay教学难点：1.Apply the phrases and patterns2.Writing paragraphs with the structure of a comparison / contrastessay.教学过程：Part I Warm-upI. Knowledge of The Odyssey, Odysseus, and the odyssey years1.Assignment CheckStudents are going to share their assignments. Read our their reflection.The assignment has to be given when students and the teacher last meet. Their last assignment is to:Watch the movie The Odyssey and write a reflection. Thee reflection should includes:a short summary of the moviestudents’ feelings and ideas after watching the movie.2.Brainstorming:Question: What does the odyssey years may mean?Answers for reference: Now the Odyssey has become a special term for an epic journey or great struggle as Odysseus, the main character in the epic poem, encountered repeated troubles and challenges when he left home and loved ones.II. Comparison of you and your parents1.Questions:1)What is your unders tanding of “generation gap”?2)Do you think there is a generation gap between you and yourparents? Why do you think so?2.Group work:1)Think of the differences between you and your parents.2)Make a summary of your discussion by filling in the followingchart.3)Share answers/3.Critical thinkingDiscuss the following problems in groups.1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?*These are open-ended questions. Allow students to freely express themselves and tell them to listen to the authors’answers to these questions. And the class will re-discuss these three questions when we have finished our reading.Part II Pre-readingI.Quiz1.Take the quiz by checking (√) whether the statements on Page 60 aretrue to you. And then you can judge which generation you belong to according to the grading criteria.2.Question: Do you think the quiz kind of define some characteristics ofyou and your generation?II.Main structureRead the whole passage and divide the text into several parts. Fill in the blanks to present the main structure of the text.*Pay attention to how the author makes a comparison between two different generations.Part III While-readingI.Introduction Part1.The structure analysis1) Ask students to discuss in pair or in groupThe introduction part is composed of two sections.Paragraph 1 describes that each age phase brings its own peculiar set of challenges.Paragraph 2 functions as a transition.2) The teacher presents the writing skillTransition creates a link or connection between the previous paragraph and the following one. In English, transition can be realized by using transitional words, sentences or paragraphs.2.Questions for understanding1)How do people divide our life stages (Para. 1)?2)Why does the author say that each unique life phase brings itsown peculiar set of challenges (Para. 2)?3.Words, phrases and sentencesGive an intensive analysis of the new words (e.g. their origins, literal meanings & implied meanings), phrases and sentences.* The teacher should help students to understand and think, instead of giving them the answers directly. Allow more time for students’ thinking and reflection.II.Body part: the odyssey years: a newly added phase of life1.Structure analysis2.Questions for understanding1)According to the author, what does “a norm”refer to (Para. 3)?2)What are the so-called “odyssey years”(Para. 4)?3)Why does the author think that odyssey years are “anunavoidable stage in reaching adulthood (Para. 4)?3.Words, phrases and sentencesIII.Body part: characteristics of the odyssey years1.Structure analysis2.Questions for understanding1)Why young people feel pressure (P6)?2)According to the author, where does the young people’s“confusion” come from (P6)?3)Why parents feel anxious and upset (P7)?4)What are pressures for women and men respectively (P8, 9)?3.Words, phrases and sentencesIV.Conclusion part1.Questions for understandingWhat is the author’s advice proposed? What should not the graduates do and what should they do?2.Words, phrases and sentencesPart IV After-readingI.Summary1.Re-discuss the critical thinking questions:1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?2.Recall the main structureII.Writing skills1.Recall the main ideas of the text and how the author structures hiswriting.2.Introduce two major structures of comparison or contrast:Point-to-pointSubject-to-subject3.A good exampleSuppose now we are going to write an article to compare/contrast two places: my hometown and my collegetown, that is, Gridlock and Subnormal. How can we organize our ideas by using the following structures?Point-to-point(See in Appendix I)Subject-to-subject(See in Appendix II)Part V AssignmentI.Structured writing: You and your parents1.Recall what you have discussed in the classroom on the differencesbetween you and your parents and reorganize these ideas into anarticle based on the comparison/contrast structure.2.You can either use the point-to-point structure or thesubject-to-subject structure.II.Watching a video clip:1. Watch the video clip and make a summary of each interviewee’s st ory,e.g. what they are doing now or what are their problems.2. Think of the title: Chinese young people: a dependent generation. Do you agree with it or not? Why or why not?III.PreviewHave a preview of Text B Finding my way back home.。
新视野大学英语第三版第二册第三单元精品教案
Unit 3 Section AAudrey Hepburn — A true angel in this world教学重点：1.To use the key language to talk about celebrities and relevant backgroundknowledge2.To listen to the pre-reading material3．To learn the words and phrases of the text教学难点：1.to practice oral English and listening2．to learn to describe a celebrity教学方法：1．task-based teaching methodology,2. demonstration with PPT and blackboard3. Communicative teaching methodology教学过程：Task 1Lead-in (Ss work in groups to discuss the following questions)What famous people do you know?•Film stars;•Sports players;•Novel writers;What do you know about Audrey Hepburn?☐Where was she born.☐Her family.☐Famous film she acted in.☐Her humanitarian work.☐Assessment of her from her friends.Task 2Text study1.Ss read the passage and discuss the following questions in groupsa.Her childhood.b.Her famous filmsc.Why was she entitled a true angel in this world?d.Influence of the war on her life.e.How did she begin her acting career?f.What makes the mother changes her attitude toward her daughter?g.What compliment did she get about acting?h.Describe her humanitarian work.i.How was she evaluated as a mother, an actress and a humanitarian?nguage focusSs read the passage and try to find out all new words and phrases of this unit.1)take sb. captive2)turn sb. down3)embark on4)share in5)lead by example6)be stricken by7)live onTask 3Develop a narrative essayWriting tips:To develop a narrative essay, you can generally in chronological order:a.when he was born.b.How he started his careerc.What he had achieved and evaluation.d.His deathAssignment：Write an essay of no less than 200 words on the following topics:1. A great sportsman/sports woman2. A famous actor/actress/directorlistening Unit 3 Time out教学重点：1.Listen for information about plans2.Manage phone problems教学难点：1.Sentence pattern for reporting an arranged plan2.describe an event教学过程：Opening-up1.Look at the picture and read the activities. Then match.2.Work in pairs and compare your answers.Listening to the world1.Ask Ss to watch a podcast to get its general idea and discuss theiranswers in groups.2.Ask Ss to watch a podcast and fill in the blanks.3.Ask Ss to discuss the following questions based on what they haveheard.Questions:1 What do you like doing in your spare time?I like to keep fit.I like watching English movie.I like computer games.2 what are you going to do this weekend?I’m going to the cinema. Watching movie at the cinema enjoys better sound effects. Besides, with more people around, the atmosphere is much better than when I watch movies alone at home.Role-playWork in pairs and role-play one of the following situations by using skills for asking for and giving recommendationsSituation 1: Ask and answer the plan at the weekend.Situation 2: Ask and answer the favorite activities in spare time Assignment:Work in groups of four. Share briefly with your group members a recent phone you’ve made or received.。
新视野大学英语视听说教程2第三版BOOK2 UNIT3[优质ppt]
![新视野大学英语视听说教程2第三版BOOK2 UNIT3[优质ppt]](https://img.taocdn.com/s3/m/7a29f4b76294dd88d1d26b53.png)
2 bungee jumping E
3 flower arranging D
Opening up
1 Look at the pictures and read the activities. Then match the activities 1-6 to the pictures A-F
The activities I have never done but long to have a try is 6 (rock climbing).
Whenever I see photos or videos of rock climbers pulling themselves straight up the face of very high rocks or walls, I can’t help exclaiming, “That’s cool!” I admire rock climbers very much and I long to be one of them one day.
I went to New Zealand several years ago. There I could see canoes here and there. And I often saw people canoeing, the green water, colorful canoes, dark mountains, blue sky, and white clouds, all together forming an unforgettable picture in my mind.
4 go-karting A
5 aerobics B
大学新视野英语第二册(第三版)课程教案
New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□理论课√理论、实践课□实践课课时分配：6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body andconclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.1. What are the key factors that help people learn English as a foreign language?2. Do you have any problem in English learning?3. Do you think grammar is important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar;Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use; Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’learning;A manager of classroom activities;An advisor of students’questions;A co-communicator in the communicative activity.II. Language PointsWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新视野大学英语视听说教程2第三版BOOK2UNIT3学习教案
第九页，共56页。
Opening up
2 Work in pairs and discuss the question:
1 Check (✔) the ones you have never done but long to have a try and give your reasons.
convivial eating experience
with my family or a group of
friends cooking over the
campfire outdoors. We hang
around the fire, hold a beer in
hand, and enjoy the meat and
☐ 6 rock climbing (攀岩)烤)
☐ 7 horse riding
☐ 15 yoga (瑜伽)
☐ 8 flower arranging ☐ 16 jogging
☐ 9 go-karting
☐ 17 cycling
☐ 18 Internet surfing
第5页/共56页
第六页，共56页。
Opening up
2 Work in pairs and discuss the question: 2 Check (✔) the ones you have never done but long to have a try and give your reasons.
The activities I have never done but long to have a try is 6
E
3 flower arranging
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Unit 3 Section A
Audrey Hepburn — A true angel in this world
教学重点：
1.To use the key language to talk about celebrities and relevant background
knowledge
2.To listen to the pre-reading material
3．To learn the words and phrases of the text
教学难点：
1.to practice oral English and listening
2．to learn to describe a celebrity
教学方法：
1．task-based teaching methodology,
2. demonstration with PPT and blackboard
3. Communicative teaching methodology
教学过程：
Task 1
Lead-in (Ss work in groups to discuss the following questions)
What famous people do you know?
•Film stars;
•Sports players;
•Novel writers;
What do you know about Audrey Hepburn?
☐Where was she born.
☐Her family.
☐Famous film she acted in.
☐Her humanitarian work.
☐Assessment of her from her friends.
Task 2
Text study
1.Ss read the passage and discuss the following questions in groups
a.Her childhood.
b.Her famous films
c.Why was she entitled a true angel in this world?
d.Influence of the war on her lif
e.
e.How did she begin her acting career?
f.What makes the mother changes her attitude toward her daughter?
g.What compliment did she get about acting?
h.Describe her humanitarian work.
i.How was she evaluated as a mother, an actress and a humanitarian?
nguage focus
Ss read the passage and try to find out all new words and phrases of this unit.
1)take sb. captive
2)turn sb. down
3)embark on
4)share in
5)lead by example
6)be stricken by
7)live on
Task 3
Develop a narrative essay
Writing tips:
To develop a narrative essay, you can generally in chronological order:
a.when he was born.
b.How he started his career
c.What he had achieved and evaluation.
d.His death
Assignment：
Write an essay of no less than 200 words on the following topics:
1. A great sportsman/sports woman
2. A famous actor/actress/director
listening Unit 3 Time out
教学重点：
1.Listen for information about plans
2.Manage phone problems
教学难点：
1.Sentence pattern for reporting an arranged plan
2.describe an event
教学过程：
Opening-up
1.Look at the picture and read the activities. Then match.
2.Work in pairs and compare your answers.
Listening to the world
1.Ask Ss to watch a podcast to get its general idea and discuss their
answers in groups.
2.Ask Ss to watch a podcast and fill in the blanks.
3.Ask Ss to discuss the following questions based on what they have
heard.
Questions:
1 What do you like doing in your spare time?
I like to keep fit.
I like watching English movie.
I like computer games.
2 what are you going to do this weekend?
I’m going to the cinema. Watching movie at the cinema enjoys better sound effects. Besides, with more people around, the atmosphere is much better than when I watch movies alone at home.
Role-play
Work in pairs and role-play one of the following situations by using skills for asking for and giving recommendations
Situation 1: Ask and answer the plan at the weekend.
Situation 2: Ask and answer the favorite activities in spare time Assignment:
Work in groups of four. Share briefly with your group members a recent phone you’ve made or received.。