新视野英语教程第三版读写教程电子教案Unit
新视野英语教程(第三版)读写教程1电子教案unit8
新视野英语教程(第三版)读写教程1电子教案U n i t8-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 8 Body Language in Communication Teaching FocusTeaching PlanLeading In and Exploring the TopicPrepare a PPT with some pictures of typical body language in different cultures before class.Show the pictures to the class and ask them the English expressions and meaning of those body language.Section A Reading ThroughShow the text structure given on P250-251 in TB to the class and explain it in more words.Give the Ss ten minutes to read and understand the text.Then ask six pairs to translate the text for the class, one pair for one paragraph. In the pair work, one student reads aloud the text and the other one translates.Help the student when they have difficulty in pronunciation or translation.Finish the two exercises on P130 of SB.Basic Writing SkillsPrepare an overhead with sentences of the exercise on P135 of SB.Ask some students to tell their answers to the class and explain why.Sort out some rules of using punctuations with the class and compare them with those listed on P135 of SB.Section B Reading MoreDemonstrates the gestures and body movements mentioned in the text to the class and ask the Ss to guess the meanings of them.Then, tell the Ss the answer and point out the funny confusion those gestures and body movements caused in the three stories mentioned in the text.Show the PPT with the new words and expression in English to the class and ask the Ss to give their Chinese meanings respectively.Ask three students to tell the three stories in the text in Chinese.Highlight some difficult sentences and explain more to the class.Section C Practical WritingGuide the students to finish the three exercises on P143 to P144 of SB according to the samples given.Ask each student to check his or her partner’s work and then choose several students to share what he or she has found with the class.Help the students if there are anything unclear or incorrect.Finish all the exercises in Unit Eight.Read the passage in Reading Out on Page 130 of SB and recite it.Write an article, describing what you have experienced when you put some body language you learned in the Unit into practice.。
新视野英语教程(第三版)读写教程1电子教案U2
To be familiar with the collocation of thosephrases and expressions listed in the above table.
Prepare agappedText APPTin which some important new words, expressions and prepositions are missing.
Show it to the class paragraph byparagraph.Ask some students to filling in the blanks by supplying the missing words.
Section C Practical Writing
Guide the students to finish the three exercises on P32 to P34of SBaccording to the samples given.
Ask each students to design a business card for themselves based on a dream job in the future.
To be able to make sentences withask for, turn into, teach someone a lesson,andtake a leaf out of someone’s book.
新视野大学英语(第三版)读写教程Book2-Unit8-电子教案
Unit 8 Life and SuccessTeaching FocusText A Text B Theme Genius Characters EntrepreneursVocabulary powerful, calculate, handle,strike, describe, search, exist,crash, shock, source, persuade,function, limit brilliant, possess, anywhere, employ, former, remind, mall, generalPhrases and Expressions put something into practice;search for; in the face of; lookfor; at one’s best; be famous (or:well known) forbe regarded as; come from; whynot; in contrast; in addition (to);be among…; in generalGrammar 1) How to use the expression “as well as”and the word “beyond”(“Focusing on Sentence Structure”)2) How to combine simple sentences into compound or complexsentences (“Basic Writing Skills”)Writing Understanding and writing notices (1) (“Practical Writing”) Teaching Plan单元主题Life and Success课时安排8教育教学目标(学生) To make a list of the characters you suppose a genius should have and state your reasons below each one.Search online to find the story of Ma Yun’s speeches a nd see what you can learn from him.To be familiar with the context meaning and the use of those vocabulary of the two texts listed in the above table.To be familiar with the collocation of those phrases and expressions listed in the above table.To be able to make sentences with put… into practice, in the face of, at one’s best, and pick up.To be able to rewrite sentences after models, using the expression of “as well as” or “beyond”.To get familiar with some rules of using compound and complex sentences. To be able to understand and write notices.教学设计教学内容Section AText A: Genius CharactersSection BText B: EntrepreneursSection CPractical Writing: Understanding and writing notices (1)教学活动安排建议Leading In and Exploring the TopicFinish the listening exercise of Exploring the Topic on P138.Work in pairs. Each one chooses one of the characters that he believes a genius should have and shares it with his partner by giving an example or examples.Section A Reading ThroughGo through the text together with the class to make sure thestudents understand each sentence in the textDivide the class into six groups. Ask each group to write down a paragraph by stating a genius quality and supporting the quality by examples given in the text, using their own words.Ask one representative from each group to share their paragraphs with the class.Encourage the class to challenge each group’s ideas after they finish sharing.Allow the class five minutes to discuss the following two questions:1)Besides the qualities mentioned in the text, what otherthings do you think are also important for someone to be agenius?2)Will the text have an effect on you? What can you learnfrom the text?Basic Writing SkillsPrepare a PPT with sentences o f the exercise on P147 and P148 of SB.Ask some students to tell their answers to the class and explain why.Classify all the answers into compound sentences, and complex sentences, and compound-complex sentences according to the rules listed on P147.Section B Reading MoreAllow the Ss 10 minutes to be familiar with the content of the text and find the answers to the following questions:1)Who is Jeff Bezos?2)What does an entrepreneur mean?3)What are the two qualities all entrepreneurs have incommon?4)Do all the entrepreneurs have similar background?5)Do all the entrepreneurs start their careers at a youngage?Encourage some volunteers to share their answers with theclass. Give help where necessary.Ask the class to discuss the following three questions ingroups:1)Do you agree that entrepreneurs are among the mostrespected people in our society? Why, or why not?2)What do you think of the two qualities possessed by allentrepreneurs?3)Do you have these two qualities? If not, do you wishyourself to have these two qualities? Why or why not?Section C Practical WritingGuide the students to finish the three exercises on P155 toP156 of SB according to the samples given.Ask each student to check his or her partner’s work and thenchoose several students to share what he or she has found with the class.Help the students if there are anything unclear or incorrect.课后学习设计作业（学生）Finish all the exercises in Unit Eight.Read the passage in Reading Out on Page 142 of SB and recite it. Choose one of the qualities that a genius usually possess which you like best and share it with one of your friend by either spoken or written form. Find a Chinese entrepreneur you admire most and see what you can learn from him or her.课后总结与反思。
新视野读写教程第三册教案Unit1
新视野读写教程第三册教案Unit1T eaching Plan for Unit 1 Course：College EnglishInstructor Module Unit A Love Without LimitationsB The Framework for LoveTime 180m Teaching Aids Multi-mediaTeaching Objectives 1.To help the students have a good understanding of the passages inthis unit；2.To help the students grasp the usages of some important words,phrases and expressions in the unit；3.To enable the students to analyze the structure of Text A andsummarize paragraph meaning of Text B4.To introduce the basic reading skills of this unit: Identifying thewriter’s purpose;5.To help the students master how to develop a paragraph of anargument supported by facts.Chief Points Difficult Points 1.Get the main idea of the passage.2.Master some useful expressions sentence structure in thepassage.3.Understand the structure of the text.Prerequisites Before coming for class, students should1.identify some important words for the topic.2.scan the text for main ideas.3.visit library to research about information concerning theunit.TeachingMethodsThe mixture of listening, speaking, reading, practicing and writingReference Books Teacher’s Book of New Horizon College EnglishLongman Dictionary of Contemporary English (English-Chinese) Oxford Advanced Learner’s English-Chinese Dictionary Longman Dictionary of American EnglishTeaching Contents Time Allotment10B Section AI. Warm-up Activity1.Topic Discussioni.Student’s Discussionii.Teacher’s Summary2.Questions on the Topic and the Passage II. Background InformationIII. Text Structure AnalysisIV. Structured WritingV. Detailed Study of the Texti.Words and Phrases Studynguage PointsVI. Text Summary1.Student’s Presentation2.Teacher’s SummaryVII．After-text A ExercisesSection BI. Reading SkillII. Warm-up Activity1.Topic Discussion2.Questions on the Topic and the Passage III. Text StructureAnalysisIV. Text Study1.Paragraph Meaning2.Words and Phrases Studynguage Points4.Summary or Main Idea of the Passagei.Student’s Presentationii.Teacher’s SummaryV. New Words DictationVI. After-text B Exercises VII．Supplementary exercises15m 5m 10m 5m 50m5m 30m 5m 10m 5m 20m5m 15mAssignments 1.Hand in the exercise of __TION.2.Finish the other after-text A B exercises after class.3.Supplementary Exercisesi.English-Chinese Translation （5 sentences）ii.Chinese-English Translation （10 sentences）4. Preview Unit 22Section A Love Without LimitationsI. Warm-up Activity1. Topic Discussion1). Do you think love is very important to you? Why?Love is definitely important to us all. From when we were born, we have been loved by our parents and our families. If there is no love in the world, we cannot live happily.2). What is your definition of “love"?In fact we can get various kinds of love from different people，such as, the parental love (from our parents), the friendship(love from our friends), the affection(love from your girl friend or boy friend) and so on. So I think Love is such a thing that you cannot lose, otherwise you will feel isolated from the world.3). How do you show your love to the people you love?Just tell them I love them; By doing something to make them know that I love them; To help them when they are in need of help...4). What kind of people should be given more love?Homeless people, old people, kids, the disabled...5). What is your understanding about the title" Love Without Limitations"?That means when we give love to others, we can get otherpeople's love at the same time. So do not grudge your love if you want to get more love.2. Questions on the Topic and the Passage1) What caused Jimmy's brain damage?He did not get enough oxygen when he was born.2) What is the relationship between Jimmy and his father?They had a close relationship. They were inseparable, almost doing everything together.3) What did the writer think of her caring for Jimmy?She thought that caring for Jimmy has enriched her life more than anything else ever could have.4) Why did the writer invite her friends to Jimmy's birthday party?She hoped that their coming would help make the party a merry and festive occasion.5). What did the party remain the writer and her friends of?They were reminded that the constant love and support of friends and family would get them through whatever life might present.II. Background Information9.11 incidentOn 11th September, 2022年the whole world were shocked by the terrorism3attack on New Y ork, the center of Americas politics, finance and economy. Four airplanes crashed, two of which ruined the twin trade towers, causing unprecedented losses. The New Y ork Stocked Exchange was forced to be halted for four days, and the financial area in Manhattan a week away. According to the report by New Y ork Municipality, the attack resulted in a loss of 100 billion dollars, direct or indirect. 9.11 incident is the largest catastrophe in human history, which not only deprived people of husbands, wives, relatives and friends, but also made the world economy recede.III. T ext Structure AnalysisThis passage is a first person narration which centers on the main theme: love without limitations. The dominant structure of the passage is "problem-response-evaluation". The passage present three problems and each of them has its own response and evaluation.It can be roughly divided into four parts.Part One consists of three paragraphs, from Para.1 to Para.3,which is one of complete "problem-response-evaluation" pattern. Paragraph 1 presents the problem: The writer's brother, Jimmy, suffers from brain damage due to a lack of oxygen at his birth. Paragraph 1 also deals with the first response to the problem: While growing to the writer is made to care for Jimmy and take him out to play. Paragraph 2 is the response of everyone in the family showing their love and care. for Jimmy as a whole. Paragraph 3 especially tells us about their father's love for Jimmy. Father and Jimmy were inseparable. They were happy together and enjoyed each other's company immensely. Here we have the "evaluation" part of the problem. Because of the love from his family, Jimmy was happy though being disabled.Part Two is made up of four paragraphs, from Paragraph 4 to Paragraph 7, and constitutes another "problem-response-evaluation" pattern. Paragraph 4 is about their father's death, which made Jimmy a wreck. Paragraph 5 is about their mother's death, which leaves the writer alone to take care of Jimmy.Paragraph 6 is the response to the new problem: With their father and mother gone, the writer had to take care of Jimmy on her own. The writer was determined to help Jimmy adjust to a life without their parents. After 11 years, Jimmy finally blossomed onhis own, becoming an essential part of the neighborhood to which he contributed in his own way. Paragraph 7 is the evaluation of the response.Part Three has four paragraphs, from Paragraph 8 to Paragraph 11, which is the third "problem-response-evaluation" pattern. Paragraph 8 presents another problem: None of the rest of their family could join them for Jimmy's birthday party because of the difficulty traveling in a time of national disaster. The 4response to the problem is presented in Paragraph 8 as well: The writer called on her faithful friends to help make it a merry and festive occasion. Paragraph 9 is also the response of her friends: They brought ideal presents for Jimmy.Paragraph 10 describes the details of Jimmy's active performance at the party, which brought happiness to everyone. Paragraph 11 is the evaluation of the response: The success of the party showed that instead of making Jimmy happy, we were encouraged and pleased by Jimmy.Part Four is the last paragraph, Paragraph 12. This part is the conclusion of the whole passage. The writer first compares the similarity between their father's death and September Eleventh--the national disaster which changed the world.However, what remains unchanged is their "love without limitations". The main theme is emphasized again: The constant love and support of our friends and family will get us through whatever difficulty we face; and that there had never been any limitations to what Jimmy's love could accomplish.IV.Structured WritingA Problem-Response-Evaluation StructureW ords Phrases Study1. delivery n.1. [C] the process of giving birth to a baby 分娩With the help of the nurses, the delivery of the baby was unexpectedly easy. 在护士的帮助下，分娩意外地顺利。
新视野英语教程(第三版)读写教程1电子教案U
Ask a group of students to prepare a Chinese PPT about the basic English sentence patterns before class. Give them help when needed.
Highlight some difficult sentences and elicit explanations from students and give helps where necessary.
Ask some students to read the last three sentences of the first paragraph loudly in class. Guide the class to focus their attention on those important words.
Ask a couple of pairs to summarize their answers to the class.
Section A Reading Through
Ask Ss to go through Text A quickly and answer the following two questions:
课后学习设计
作业
Finish all the exercises in Unit One.
Read the passage in Reading Out on Page 5 and recite it.
Check online and in reference books aboutMarymount UniversityandVirginiabefore class.
新视野大学英语读写教程(第三版)第三册教案
Unit One—Section A Never, Never give upTeaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingQuotes:Genius is 1% inspiration, 99% perspiration. Accordingly, a “genius”is often merely a talented person who has done all of his or her homework.—Thomas Edison (American inventor) Do the best you can in every task, no matter how unimportant it may seem at the time.—Sandra Day O’Connor (American jurist) Let them talk to each other about the following questions:1. What is success?2. What do you think are the secrets of success?Cultural backgroundPublic schools in the UK & US1.What do you know about public schools in the UK?Eton, Harrow, Winchester, etc.;Independent of the state system;Educate secondary-level students for a fee;Evolved from an institution of the late European Middle Ages or Renaissance;Curriculum placed heavy emphasis on the Greek and Roman classics.2. What do you know about public schools in the US?Elementary or secondary schools mandated for all children by the government;Paid, in part or in whole, by public funding from taxation;Institutions of post-secondary education overseen by government.Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer thequestions on the screen. Let them get the main idea of each paragraph and make clearabout the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part I —Paras. 1 –2By using Winston Churchill’s story and his speech at Harrow as an introduction to the topic, the text makes clear its statement: the secret of success is “Never give up”.Part II —Paras. 3 –7Through the examples of world famous scientists, statesman, and jurist, the text brings forward thestatement that only those with a strong will, those who “keep their eyes on the prize ”, and those who expend the substantial effort to keep going, will finally succeed.Part III — Para. 8By reinforcing the statement given in part II, the text draws the conclusion that with hard work, determination, dedication and preparation, you can transcend any handicap, accomplish any feat, and achieve success.Structure of the textPurpose : Improve the students ’ reading and writing ability and understand the general idea ofeach paragraph.Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4: While-reading ActivitiesStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.Practical phrases1.deviate from …偏离，背离……有人生目标的人是永远不会偏离正确航向的。
新视野大学英语第三版读写教程Book1--Unit3电子教案
Unit 3Digital campusUnderstanding and LearningOverviewThis unit discusses the pros and cons of the use of new technology in young people’s lives. Young people are the most eager group to use new electronic gadgets. They are also more likely to develop addiction to the Internet and electronic gadgets, which may lead to many undesirable consequences. We hope that students can understand the benefits of the Internet and electronic gadgets and at the same time realize the possible negative effects of obsession with them.Text A emphasizes the positive effects of the electronic gadgets on students’ studies and lives. We hope students, after reading the text, can answer such questions as why some universities have spent so much money establishing easy access to the Internet, what electronic gadgets are popular on campus, and how these gadgets facilitate their study. We expect students to discuss how the Internet is promoting or hindering their learning, and which teaching method is better, the traditional approach or the multimedia approach.In contrast with Text A, Text B depicts the severe consequences caused by Internet addiction. Through comparison and contrast, students are expected to be fully aware of both the pros and cons of the use of new technology. We would also like them to ask themselves whether they are or were cyber addicts, discuss what causes a person to become a cyber addict, and how they can prevent themselves from becoming Internet-addicted. Meanwhile, students should be encouraged to be masters of science and technology rather than be controlled by them.As to writing styles, Text A is like a news report because it provides some data and cites quotations with sources. Therefore，it sounds more convincing than Text B, which cites indirect quotations without providing sources.Classroom activities may include group discussions, surveys and debating. For example, ask students to interview a few classmates about what kind of teaching and learning style they prefer and discuss their findings in groups, or ask them to debate whether a university should provide Internet access anywhere, anytime. Also, ask students to study the arguments and evidence in the two texts and decide which text is more persuasive and why.Section ACollege life in the Internet ageBackground informationSmartphonesA smartphone is a device with which one can not only make phone calls, but also send and receive email, and edit Office documents. But what makes smartphones so popular is that they can access the web at higher speeds, thanks to the growth of 3G and 4G data networks, as well as the Wi-Fi support. But as the technology is constantly changing, what constitutes a smartphone today may change by next week, next month, or next year. Stay tuned!Detailed study of the text1. The college campu s, long a place of scholarship and frontiers of new technology, is being transformed into a new age of electronics by a fleet of laptops, smartphones and connectivity 24 hours a day. (Para. 1)Meaning: For a long time, the college campus has been a place to provide education and produce most advanced new technology. But it is now being completely changed into an electronic-age hot spot by the wide use of laptops, smartphones, and access to the Internet 24 hours a day.★campus: n. [C, U] the land and buildings of a university or college (大学或学院的) 校园All freshman students live on campus. When they are in their second year at college, they may live off campus. 所有大学一年级的学生都住在校园里。
新视野大学英语第三版读写教程第三册第一单元教案
新视野大学英语第三版读写教程第三册第一单元教案章节Unit One: The Way to Success教学内容Section A: New Words and ExpressionsText: Never, ever give up!Exercises: V ocabulary, Sentence Structure, Translation Listening, Speaking & Writing Skills教学目的1. To talk about the secret of success;2. To further understand the text;3. To apply the phrases and patterns;4. To master the essay writing skill;教学要求1. Clearly know the structure of the passage;2. Master the important language points;3. Briefly summarize the passage alone;4. Correctly use and master the key words in this unit.重点1. The structure of the whole passage discussed and the writing ways mentioned in this passage2. The reading skills mentioned in this unit3. listening practicing related to the contents learned in this unit难点1. The use of the new words and phrases in this passage2. The writing ways mentioned in this passage3. Some important sentence structures课堂设计The First Two Periods Step 1: Lead-in 10m Questioning & Discussing Step 2: Pre-reading Activities 10m Questioning & Discussing Step 3: New Words 80mLecturing, Questioning &Giving ExamplesThe Second Two Periods Step 1: Background Information10m Questioning & Discussing Step 2: Structure Analysis 10m LecturingStep 3: Language points and Difficult Sentences 70mLecturing, Questioning &Giving ExamplesStep 4: Comprehension of the T ext A 10m Questioning & DiscussingTheThirdStep 1: Summarize the passage orally 20m Questioning & Discussing1。
新视野大学英语读写教程第三版)unit_教案
Using signal words proups exchange the multiple choices they have designed. Students in groups work together and finish the 10 multiple choices the other group has designed. (8 minute)
Audrey Hepburn.
2. Each group presents one part of Hepburn’s information
1. Students match the names of the people with the movies directed or starred by them on page 62.
5) Students in each group discuss the multiple choices they have finished to find out the good aspects and improper aspects. (5 minutes)
6) The original pair groups work together checking the keys, discussing about the multiple choices designed and revising them accordingly. (7 minute)
Teaching Method Elicitation & Task-based & Collaborating Elicitation & Audio-lingual
Elicitation & Explaining & Task-based & Collaborating
新视野英语教程(第三版)读写教程1电子教案Unit 9
6) Why is air-courier an important job?
7) What are the advantages and disadvantages of the job as an
air-courier?
8) Will air-couriers be popular in China? Why or why not?
reach for; pull back; at work;
in person
except for; check in; take off;
in/by contrast; with/in regard to
act as; fun and games; stand for;
take note of; stick to; take on; fit in
Unit9New Jobs Today
Teaching Focus
Text A
Text B
Theme
Low on Cash? Try Paris for aHoliday!
Mystery Customers AreEverywhere
Vocabulary
cash, flight, jeans, burst, package,gentleman, impossible, airline,company, tax, method, negative,aspect, personal, regard
课后
总结
与
反思
课后学习设计
作业
Finish all the exercises in Unit Nine.
Read the passage in Reading Out on Page 149 of SB and recite it.
新视野大学英语读写教程 3(第三版)Unit 1教案
Text A
While-reading
To offer students chances to practice skimming ability
Skimming
1.Students guess the main idea of each paragraph on the basis of the detailed information got byskimming
connotation
1.The teacher inspires students and explains the ways tounderstand denotation andconnotation
2.Students practice the reading skill by readingTextB
narrating the experiences of the celebrity and making comments on them. (20 minutes)
Task-based & Elicitation&Explaining &
Collaborating
50 minutes
Toofferstudentschances toconquervocabularyobstaclesin reading andlearnto use some in writing
1.The teacher checks the writing work of students before givingfeedback
2.The teacher concludes and provides feedback ingeneral
新视野大学英语第三版读写教程Book1-Unit7电子教案
Unit 7Hoping for the betterUnderstanding and LearningOverviewThis unit discusses the issue of ethics and etiquette, and the seriousness of the issue. Seemingly, newspapers and TV news are telling us that some virtues are vanishing, honesty is going out of style, especially in the academic community, and people are ruder and more insensitive to others in many aspects. Is honesty really out of date? What rude behavior do people have? What forms of dishonesty exist on campus? Is the phenomenon on the rise? What other ethical and etiquette problems are there on and off campus?Text A shows how honesty is not valued as much as before across all layers of society. There are also different kinds of dishonest behaviors in school, for example, cheating and plagiarism. Students should realize those acts are totally wrong and unethical and they should not do so.Text B discusses various forms of poor etiquette and the reasons behind them. It also calls on us to practice kindness and strive for a better, brighter world for us all.Class activities can be designed to make students review cheating and rude behaviors on and off campus. The teacher may ask students to reflect on whether they have ever engaged in cheating or rude behaviors. Class discussion about bad behaviors and role-playing are recommended.Before reading Text A, ask students to list dishonest phenomena on campus, and comment on the causes and consequences of each phenomenon. Second, ask students to explore the reasons why cheating is common at college. Third, ask students to discuss some well-known scandals in academia. Finally, let them think about what teachers and students can do respectively to improve the situation.Before reading Text B, students can enumerate the rude deeds that they have observed. Then they may discuss possible causes and severe consequences for such deeds. Finally, students should try to provide solutions to today’s etiquette problems. As suggested in the Unit project, ask students to write short plays about rude behaviors and do a role-play.Section AWhen honesty disappearsBackground information1.Abraham LincolnAbraham Lincoln (1809-1865) was the 16th president of the United States from 1861 to 1865. He led the country through the American Civil War, preserving the Union, ending slavery, and promoting economic and financial development.Brought up in a poor family on a farm in Kentucky, Lincoln was mostly self-educated. Though without a formal education, his speaking skills and practice in debates won him national recognition. He was elected the US president in 1860.The Civil War began in April 1861when the Southern states declared to withdraw from the Union. In 1863, Lincoln issued the Emancipation Proclamation (《解放宣言》) and the 13th Amendment to the US Constitution that declared all slaves free men. In 1864, Lincoln was re-elected president for a second term.On April 14, 1865 at Ford’s Theatre in Washington, D.C., Lincoln was shot and killed by John Wilkes Booth, who was a stage actor and strongly opposed the abolition of slavery in the United States.Among American heroes, Lincoln continues to have a unique appeal for his fellow countrymen and also for people of other lands. Lincoln has been consistently regarded as one of the greatest US presidents. The Lincoln Memorial in Washington, D.C., was dedicated to him on May 30, 1922.Detailed study of the text1. As numerous accounts of cheating, lying, and fraud crowd our newspaper pages and TV news, it seems that honesty is a rapidly vanishing value. (Para.1)Meaning: From our newspapers and TV news, we read countless reports about people cheating, lying, and deceiving. Honesty as a valuable merit seems to be disappearing quickly.★fraud: n. [C, U] the crime of deceiving people in order to gain sth. such as money or goods 欺诈；诈骗They said that it was the temptation of money that led them to commit the fraud. 他们说正是受到金钱的诱惑他们才去行骗的。
新视野大学英语(第三版)读写教程第三册教案(全册)
新视野大学英语读写教程（第三版）BOOK 3 教案UNIT3Life stories___________________ PART lUNDERSTANDING AND LEARNINGOverview________________________________________ Movies play an important role in almost everyone’s life. People from the movie industry have considerable influence on the masses. They exhibit personality traits that deserve admiration and applause, and could be looked up to as role models. This unit will fully explore their best qualities.The two texts in the current unit are biographies, a genre of literature, which is a written account of another person’s life. Each of the texts narrates, analyzes and interprets the most important facts of one prominent figure in the movie domain. Text A pays attention to actress Audrey Hepburn’s noble endeavor and her contribution to the cause of UNICEF, while Text B portrays the determination and fervent spirit of director and producer Steven Spielberg.The teacher can make students do additional research at the library, or Audrey Hepburn and Steven Spielberg in advance. Then in the classroom, the teacher may organize a variety of activities including pair work, group discussion, and mini-survey to talk about the films or the issue of fame, fortune, and social responsibility.Section A_________________________________________________ Audrey Hepburn-A true angel in this world1 Audrey HepburnAudrey Hepburn (1929-1993) was a slender, stylish motion picture actress known for her radiant beauty, her ability to project an air of sophistication tempered by a charming innocence, and her tireless efforts to aid needy children.Although born in Belgium, Hepburn had British citizenship through her father and attended school in England as a child. In 1939, however, at the onset of World War II, her mother(Hepburn’s father left the family when she was six years old) moved the child to the Netherlands (where the author of this text mistakenly considered Hepburn was born), thinking the neutral country safer than England. Throughout World War II, Hepburn endured hardships in Nazi-occupied Holland. She still managed, however, to attend school and take ballet lessons. After the war, she continued to study ballet in Amsterdam and in London. During her early 20s, she studied acting and worked as a model and dancer. After appearing in several British films and starring in the 1951 Broadway play Gigi (《琪琪》), Hepburn gained instant Hollywood stardom for playing the Academy Award-winning lead role in Roman Holiday. She remains one of few entertainers who have won Academy, Emmy, Grammy, and Tony Awards. Hepburn’s war-time struggles inspired her passion for humanitarian work. She devoted much of her later life to UNICEF, visiting famine-stricken villages, in Latin America, Africa, until shortly before her death of cancer in 1993. She was awarded the Presidential Medal of Freedom in recognition of her work as a UNICEF Goodwill Ambassador in 1992.2 UNICEFUNICEF (United Nations International Children’s Emergency Fund) was created by the United Nations General Assembly on December 11, 1946, to provide emergency food and healthcare to children in countries that had been devastated by World War II. After 1950 the fund directed its efforts toward general programs for the improvement of children’s welfare, particularly in less-developed countries and in various emergency situations. The organization’s broader mission was reflected in the name it adopted in 1953, the United Nations Children’s Fund, but it has continued to be known by the popular acronym based on this old name. Headquartered in New York City, UNICEF provides long-term humanitarian and developmental assistance to children and mothers in developing countries. UNICEF’s programs emphasize developing community-level services to promote the health and well-being of children.3 UNICEF Ambassador of GoodwillMany celebrities have acted as international, regional or national ambassadors, depending on their profile, interests, and desired level of responsibility. The role of Goodwill Ambassador allows celebrities with a demonstrated interest in UNICEF issues to use their fame to draw attention to important issues. This may take the formof public appearances and talks, visits to troubled regions, and use of their political access to advocate UNICEF causes, all of which have the power to draw attention from the media and to create public awareness.4 Gregory PeckGregory Peck (1916-2003) was one of the world’s most popular film stars from the 1940s to the 1960s. He is best known for his performance in the 1962 film To Kill a Mockingbird, which earned him the Academy Award for Best Actor.In 1967 Peck received the Academy’s Jean Hersholt Humanitarian Award. He was also in 1969 for his lifetime humanitarian effort. Always politically progressive, Peck was active in such causes as anti-war protests, workers’ rights and civil rights.5 Billy WilderBilly Wilder (1906-2002) was an Austrian-born American filmmaker, screenwriter, producer artist, and journalist. His career spanned more than 50 years and 60 films. He is regarded as one of the most brilliant and versatile filmmakers of Hollywood’s golden age. During his career, Wilder gained 20 Academy Award nominations and won six Oscars. He received a lifetime achievement award from the American Film Institute in 1986.6 Academy AwardsAn Academy Award (byname Oscar) is an award presented annually by the American Academy of Motion Picture Arts and Science to recognize excellence of professionals in the film industry, including directors , actors , and writers. The award ceremony is one of the most prominent award ceremonies in the world, and is televised live in more than 200 countries annually.7 Hubert de GivenchyHubert de Givenchy (1927-,) is a French aristocrat and fashion designer who founder The House of Givenchy in 1952. He is famous for having designed much of the personal and professional wardrobe of Audrey Hepburn, as well as clothing for clients such as Jacqueline Kennedy. He was named to the International Best Dress List Hall of Fame in 1970.Detailed study of the text1 Audrey Hepburn thrilled audiences with starring roles in noteworthy films... (Para.1)Meaning: Audrey Hepburn played leading roles in many extraordinary films, and such poles gave great pleasure to the people who watched the films…★noteworthy: a. important or interesting enough to deserve your attention 值得注意的；显著的One of the most noteworthy trends in contemporary American higher education is the tendency among community colleges to offer certificate programs besides the traditional associate degrees.当代美国高等教育最显著的趋势之一就是社区大学除了授予传统的副学士学位，还开设学历课程。
新视野大学英语读写教程第三版电子教案Book1Unit1
Unit 1Fresh StartUnderstanding and LearningOverviewThe first unit of the first book of our series meets students who have just entered college or university and are beginning a new phase in their lives. We hope that students will be able to talk about their expectations of their college experience, and they will be aware of the expectations their parents and their educators have of them.Text A is a university president’s welcome speech, in which the president gives valuable guidance to and expresses expectations of freshman students.Text B is a letter written by a father to his child who is about to start college, in which the father expresses his expectations of the child. We hope that the two texts will stimulate students to share their own expectations regarding their college experience; and we also hope the two texts will help students look from a new perspective at the expectations their educators and their parents have of themText A shows characteristics of a speech. Pronouns I, we and you are more frequently used than in other kinds ofwriting because the speaker is addressing the audience directly, hoping to motivate the audience and to gain their support and understanding. In a speech, the speaker can employ a variety of figures of speech to make his speech vivid and powerful, such as simile, metaphor, contrast, parallelism(排比), and repetition. A very common figure of speech is parallelism. In parallelism, coordinate ideas are arranged in words, phrases, sentences, and paragraphs to emphasize and point out relations. In Text A, for example, the president uses many sentences of parallel structure. This makes his speech powerful, persuasive, and thought-provoking. It can even produce humorous effect as in the example: “You may have cried tears of joy to be finally finished with high school, and your parents may have cried tears of joy to be finally with doing your laundry!”The most obvious feature of Text B is that it contains many imperative sentences, and these sentences tend to be brief. An imperative sentence advises, instructs, requests, or commands. It begins with a verb; the implied subject is you. In Text B, a father makes use of imperative sentences to give advice and instructions to his child who has just left home for college. For example: “Don’t be bound by what otherpeople think.”“Pick friends who are genuine and sincere.”“Become the great thinker you were born to be.” In class the teacher can make the students compare the writing styles of Text A and Text B. Class activities may include pair work, group discussions, and mini-surveys about students’ high school experience, their families and friends, and their expectations of college life.Section AToward a brighter future for allBackground information1. American higher educationIn the United States, students can choose to go to college after high school. (They can also choose to go straight to the workforce after high school.) They have the option of attending a two-year community college before applying to a four-year university. Admission to community college is easier, tuition is lower, and class sizes are often smaller than at a university. Community college students can earn an associate agree and transfer up to two years of course credits to a university.College and university students need to pay tuition, but many earn scholarships or receive loans. Althoughadmissions policies vary from one university to another, most determine admission based on several criteria, including a student’s high school course of study, high school Grade Point Average (GPA), participation in extracurricular activities, SAT(Scholastic Assessment Test) or ACT (American College Testing) exam scores, a written essay, and possibly a personal interview with a representative from the admissions office.Most students in the United States take the SAT Reasoning Test or the ACT during their final year of high school. Each university sets a minimum SAT or ACT score that a student must achieve in order to gain admission. These are standardized quantitative examinations. The SAT tests critical reading, mathematics, and writing skills, The ACT tests English, mathematics, reading, science reasoning, and includes an optional writing test.Extracurricular activities may include scholastic clubs, athletic teams, student government, and philanthropic clubs. Voluntary participation in these kinds of activities is an indication that a student has learned valuable life lessons, such as teamwork, leadership, or civic responsibility.University students pursuing a bachelor’s degree arecalled “undergraduates”; students pursuing a master’s or doctoral degree are called “graduate students”. Most universities give under graduate students a liberal education, which means students are required to take courses across several disciplines before they specialize in a major field of study. Graduate and professional programs, such as medicine or law, are specialized. All degree programs require students to complete a minimum number of credit hours before graduating.Selection for admission to a graduate program is based on several criteria. These include completion of a bachelor’s degree, the student’s undergraduate coursework and GPA. Students are also expected to write an essay as part of their application or to submit a writing sample. Most master’s programs require students to have a minimum score on the Graduate Record Examination (GRE), which tests verbal reasoning, quantitative reasoning, critical thinking, and analytical writing skills.Students continue to take course at the graduate level. A final thesis is required for most master’s programs. Doctoral students take course until they have earned enough credit hours to attempt their qualifying examinations. Theseare usually taken over several days and often include a written and oral component. After doctoral students pass their qualifying exams, they are advanced to candidacy and can begin writing their dissertation. Before the degree is given, the completed dissertation must be orally defended before the candidate’s faculty committee.2. Vera WangVera Wang is a Chinese-American fashion designer. She was born and raised in New York City. While trained as a figure skater in high school, she eventually earned a degree in art history from Sarah Lawrence College in 1971. But a career in fashion was her dream. She worked as a senior fashion editor for Vogue magazine for 15 years. In 1985, she left vogue and joined Ralph Lauren as a design director for two years. In 1990, she opened her own design salon in New York, and featured her trademark bridal gowns. Wang has made wedding gowns for many celebrities and public figures, such as Jennifer Lopez (詹尼佛·洛佩兹), Sharon Stone (莎朗·斯通) and Chelsea Clinton (切尔西·克林顿).Detailed study of the text1. Your achievement is the triumph of years of hard work, both of your own and of your parents and teachers. (Para. 1)Meaning:Your entering this university is an important success. This success is due to many years of your hard work, and many years of your parents’ and teachers’ hard work.★triumph: n. [C] an important victory or success after a difficult struggle (尤指苦战后获得的)胜利，成功，成就Winning the championship was a great personal triumph for this young tennis player.赢得冠军对这个年轻的网球运动员来说是很大的个人成就。
新视野大学英语读写教程第3版第1册unit2 SectionA电子教案
Unit2 section AA child's clutter awaits an adult's return儿时百宝箱老大归家梦1 A child’s clutter awaits an adult’s return (Title)Meaning beyond words: Here the word clutter refers to the many small personal items collected by children in the course of their growing up. All these things are important and dear memories to them. No matter where they are or how far away they are from home, the clutter remains a bond between them and the family, representing a happy childhood.Usage note: await, wait这两个词都是动词，都有“等候；期待”之意，但用法却有所不同：1 await是及物动词，后面直接跟宾语，用法比较正式；wait一般用作不及物动词，常与for，till，until 等词连用。
2 一般来说，await的宾语大多为抽象名词，如decision，reply，arrival，return，announcement 等；而wait for的宾语一般是人或事物。
例如：They were awaiting the birth of their first child. 他们在等待着他们第一个孩子的降生。
He’s awaiting trial, which is expected to begin next month. 他在等候审判，预计下个月开始。
新视野英语教程第三版读写教程电子教案Unit
Unit 10 Gender Differences Teach ing FocusTeach ing PlanLeadi ng In and Explori ng the Topic Prepare a PPT with the two charts provided on P326 of TB. You may add more on the colu mns of objects and activities. Ask the Ss to check the choices in the appropriate blanks and/or write out their likes and dislikes. Then pair them up to share theirs with each other. Sect ion A Readi ng Through Divide the class into two groups by sex. Then ask the two groups to debate about the topic: Who is stron ger, male or female? Prepare a PPT with all the new words and expressions on it and familiarize the Ss with them. Read through the text together with the Ss paragraph by paragraph by ask ing some stude nts to read aloud and some to tran slate. Give them helps where n ecessary. Show the structure of the text provided on P329 of TB and review the whole text with the class. Basic Writ ing Skills Prepare a PPT with paragraphs of the exercise on P170 of SB. Ask some students to tell their answers to the class and explai n why. Review some rules of using punctuation and capitalization lear ned in former un its. Sectio n B Readi ng More Ask the Ss to work in pairs to discuss the following questions: 1) What gifts did you usually get whe n you were a little girl (or a little boy)? 2) Who gave you these gifts? 3) Why did they give you these gifts? 4) Did you like them or not? And why?教学活动安排建议Finish all the exercises in Unit Ten.Read the passage in Reading Out on Page 165 of SB and recite it.作业Find more En glish sig ns and guid ing directi ons on li ne or in some public places and see if they are correct both in spelling and Ianguage use. If nottry to rewrite them in proper En glish.。
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Prepare a PPT with sentences of the exercise on P117 of SB.
Ask some students to tell their answers to the class and explain why.
Check the understanding of the class by explaining the examples given on P97 and P116 of SB.
Guide the students to finish the three exercises on P123 to P124 of SB according to the samples given.
Write an English letter to your parents, telling them about the latest volunteer work you did and the new friend you made while doing the volunteer work together .
once
Grammar
1) How to use“It takes (somebody) time to do something.”and the
conjunction“once”(“Focusing on Sentence Structure”)
2) Parallel structure (“Basic Writing Skills”)
3) What are the things you’ve learned from doing volunteer
work?
4) If you haven’t been a volunteer before, do you want to be
one? Why?
5) How did you (would you) balance your academics and
Writing
Writing personal letters (2) (“Practical Writing”)
TeachingPlan
单元
主题
Social Activities on Campus
课时安排
8
教育
教学
目标
(学生)
Tohelp people in need by doing some volunteer work.
课后
总结
与
反思
volunteer work?
6)Do you think doing volunteer work is one of the best ways
to make friends?
Familiarize the Ss with the new words and expressions in the Text.
4) Do you have other ways of making friend besides those
mentioned on your book?
5) Do you think students can make friends with teachers?
Why?
Section A Readingຫໍສະໝຸດ Through课后学习设计
作业
Finish all the exercises in Unit Seven.
Read the passage in Reading Out on Page 111 of SB and recite it.
Write an English letter to your parents, telling them about the latest volunteer work you did and the new friend you made while doing the volunteer work together.
To be familiar with the collocation of those phrases and expressions listed in the above table.
To be able to make sentences withget involved in, gather together, get in touch with,andsurround.
Ask each group to read aloud and explain their paragraph, using their prepared PPT. Give the Ss helps where necessary.
Finish the exercises of Getting the Message, Using the Right Word, Working with Expressions and Translating together with the Ss in class.
Divide the class into four groups and assign one paragraph to each group before class. Let each group prepare a PPT which deals with the new words, expressions and difficult sentence(s) in the paragraph assigned to them.
1) What isFacebook, Twitter, Sina Weibo, Renren and
Douban?
2) Among those campus activities, which one do you like
best? Why?
3) What kind of friends do you want to have?
Ask some students to read aloud the text, acting as different roles.
Highlight some difficult sentences and give explanations.
Section C Practical Writing
Tojoin a sports group you like best and keep on practicing there.
To make some friends in your volunteer work group or sports group.
To be familiar with the context meaning and the use of those vocabulary of the two texts listed in the above table.
/something; would prefer
it if; right away; get in touch with
make sure; no doubt; show off;
to somebody’s surprise; lead by
example; pull aside; sigh up; for
Unit7Social Activities on Campus
Teaching Focus
Text A
Text B
Theme
Meeting New People on Campus
Silence on the Court
Vocabulary
campus, temporary, community,
Practical Writing: Writing Personal Letters (2)
教学活动安排建议
Leading In and Exploring the Topic
Guide the Ss to do the Exploring the Topic exercise on P108 of SB. Then give them five minutes to discuss the following questions:
Section B Reading More
Pair up the Ss to discuss the following questions:
1) Do you like volunteer work?
2) Have you ever been a volunteer? What did you do?
interrupt, hug
Phrases and
Expressions
It takes (somebody) time to do
something; yell at; get involved in; asa matter of fact; in one’s opinion; as…assomebody
To be able to rewrite sentences after models, usingthe expression of“it takes somebody some time to do something.”or“once”.
Tolearn some basic knowledge about parallel structure.
share, extracurricular, academic,
especially, prefer, surround, create,ultimately
silence, volunteer, participate,
nervous, gesture, impaired,